Trabajos de Titulación - Educación inicial
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/18
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Examinando Trabajos de Titulación - Educación inicial por Materia "DESARROLLO EMOCIONAL"
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Ítem Acceso Abierto “El dibujo infantil para favorecer el desarrollo emocional en niños de educación inicial”(Universidad Católica de Cuenca., 2024) Zhagui Vera, Viviana Nicole; Curay Banegas, Edgar Rigoberto; 0105751150The present research aims to determine the significance of children's drawing in promoting emotional development within early childhood education. The research adopts a qualitative approach, employing bibliographic analysis, description, and non-experimental, inductive-deductive methodology. Through an exhaustive literature review, epistemological foundations were developed regarding the benefits of childhood drawing in the emotional development of children. Psychoanalytic, humanistic, and sociocultural perspectives highlight the potential of scribbling and spontaneous artistic creation to access the turbulent infant psyche, strengthen attachment, convey shared emotional meanings, and stimulate multiple dimensions of development. Furthermore, a critical analysis of empirical evidence enabled the identification of several challenges hindering the adequate development of emotional skills during the preschool stage, such as difficulties in modulating intense emotions, anxiety before certain events, challenging social interaction, somatization of psycho-emotional discomfort, and deficits in assertively communicating subjective needs. Based on these findings, a methodological guide was designed and validated for kindergarten teachers, comprising 13 playful activities to apply drawing for educational purposes, promoting the identification and expression of emotions, their regulation in the face of frustration, introspection, empathy, and positive social interaction skills. The proposal represents a tangible contribution to optimizing the benefits of childhood drawing, usually neglected in contemporary parenting and early education programs, and has been validated by experts.Ítem Acceso Abierto El teatro de sombras y su influencia en las habilidades socioafectivas en educación inicial(Universidad Católica de Cuenca., 2024) Santos Tacuri, Lizbeth Dayanna; Crespo Crespo, Walter Benigno; 0150037224The socio-affective area is a fundamental pillar that requires special attention in the child's development, for which it is necessary to implement artistic activities through shadow theater, enabling children to convey emotions by manipulating silhouettes. However, this strategy is rarely used in educational centers since teachers consider it as a traditional teaching method without analyzing its potential in different areas, especially in the socio-affective development of children. In this context, this research aims to analyze the influence of shadow theater in developing socio-affective skills in early childhood education by implementing a pedagogical intervention involving activities and experiences related to shadow theater. A mixed methodological approach was adopted, using the Social Interaction Skills Test instrument (2016), which was administered to preschool children through a pretest, pedagogical intervention, and posttest. The results indicate an increase in socio-affective skills post-intervention, rising from 56.30% in "never" to 75% in "many times" responses. This confirms the shadow theater's effectiveness in enriching the educational experience and promoting comprehensive socio-emotional development. The conclusions support the integration of artistic practices in early education pedagogy to promote the socio-affective development of children through shadow theater.
