Trabajos de Titulación - Sede Macas - Educación inicial
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/106
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Item type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Kajekai Chumpi, Leidi JohanaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Nupa Anavela , Zaceca JunanchiItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Trujillo Coronel , Josseli AngelicaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Lucero Castro, Sthephany DanielaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Siranaula Espinoza, Jhomayra JhaninaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Wamputsrik Wachapa, Evelyn LayelyItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Ramones Leon, Danna MarilúItem type: Ítem , Access status: Acceso Abierto , La expresión artística en la estimulación de la creatividad en niños de 4 a 5 años: una revisión sistemática(Universidad Católica de Cuenca., 2026) Tenelema Tamay, Rosa EsperanzaThis study aimed to analyze the influence of artistic expression on stimulating creativity in children aged 4 to 5 years in the context of early childhood education. Various studies have shown that artistic experiences promote cognitive, emotional, and social development during early childhood. The research was conducted using a qualitative approach through a systematic review of the scientific literature, following the guidelines of the PRISMA 2020 protocol. During the search process, 50 documents were initially identified, and after applying the inclusion and exclusion criteria, 18 studies published between 2018 and 2025 were selected. The literature search was conducted in Scopus, Web of Science, SciELO, Redalyc, Dialnet, and Google Scholar, using keywords related to artistic expression, creativity, and early childhood education, combined through Boolean operators. The results showed that artistic expression constitutes a key factor in fostering children’s creativity by promoting the communication of ideas, emotions, and experiences through various forms of expression. In addition, strategies such as symbolic play, dramatization, body expression activities, and visual arts activities strengthen divergent thinking, imagination, autonomy, and creative problem-solving skills. It is concluded that the systematic incorporation of artistic expression into pedagogical practices contributes significantly to children’s holistic development and to strengthening creativity in children aged 4 to 5 years. Keywords: artistic expression, creativity, early childhood education, early childhood, creative thinking, expressive strategies, child developmentItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Serrano Bermeo, Marjorie DanielaItem type: Ítem , Access status: Acceso Abierto , "EI juego dramático y el desarrollo de la expresión corporal en niños de preescolar"(Universidad Católica de Cuenca., 2026) Ortiz Ojeda, Jhomayra EmilenStrengthening body expression during the preschool stage is essential for children’s holistic development, as it enables them to communicate emotions, ideas, and experiences through movement, gestures, and interactions with their environment. In this context, dramatic play constitutes a pedagogical strategy that promotes active participation, imagination, creativity, and symbolic representation. This study aimed to analyze and systematize the scientific evidence on the influence of dramatic play on the development of body expression in preschool children. The study used a systematic literature review, following the PRISMA 2020 model and under a documentary-bibliographic approach. A total of 22 scientific articles related to the topic were analyzed, retrieved from databases such as SciELO, Redalyc, Dialnet, ProQuest, and Scopus, as well as official documents from organizations such as UNESCO, UNICEF, and the Ministry of Education of Ecuador. The results show that dramatizations, role-playing, imitation, and theatrical representations promote motor coordination, gestural communication, creativity, spontaneity, and social interaction. It is concluded that dramatic play is an appropriate methodological strategy for strengthening body expression in preschool education. Keywords: Dramatic play, body expression, early childhood education, child development, systematic review.Item type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Chila Guncay, Katerin NicolItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Chaucala Vazquez, Fabian EnriqueItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Chiriamachi Charap, Shiram ErlindaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Chumap Kukush, Nakaim ElisaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2026) Juanga Wisum , Melina EditaItem type: Ítem , Access status: Acceso Abierto , La efectividad entre el docente y el educando y el desarrollo emocional del niño en preescolar(Universidad Católica de Cuenca., 2025) Encalada Uyaguari, María IsabelThis research aims to address the challenge faced by preschool education in strengthening children’s emotional development in contexts where the affective dimension of the educational process is not always systematically addressed. Accordingly, the present study sought to analyze the impact of affectivity in the teacher–student relationship on child development at the preschool level. A qualitative approach was employed through a descriptive literature review, based on the analysis of ten scientific studies selected at both national and international levels between 2021 and 2025. The process of searching, selecting, and evaluating the literature was conducted using the PRISMA guidelines, a method that structures the reporting of this type of research. The results suggest that the incorporation of affective practices by teachers significantly fosters children’s socio-emotional development and strengthens their socio-emotional skills. Likewise, it was identified that emotional education contributes to improving school coexistence and developmental indicators within the teaching–learning process. In conclusion, the studies indicate that affectivity in the teacher–student relationship plays a significant role in children’s emotional development, thereby encouraging further research on this topic. Keywords: teacher affectivity, emotional education, child development, pedagogical bond, preschool educationItem type: Ítem , Access status: Acceso Abierto , La lúdica como estrategia pedagógica para desarrollar la dominancia lateral en niños de Educación Inicial.(Universidad Católica de Cuenca., 2025) Castro Cordero , Mishel CarolinaThis article examines the role of play as a pedagogical strategy to strengthen the development of lateral dominance in preschool children. The research adopts a qualitative, descriptive approach, and a search for relevant studies was conducted using key terms and inclusion and exclusion criteria such as: "play activities," "lateral dominance in children," "pedagogical strategies," "play pedagogy," "child lateralization," and their English equivalents. Recognized academic sources such as SciELO and Google Scholar were utilized. Out of 81 primary studies, 34 that met the established criteria were selected. The results show that play and playful activities naturally and meaningfully enhance the development of coordination, spatial orientation, and psychomotor skills in children. This methodology stimulates lateralization in dynamic and motivating environments, promoting comprehensive learning that is adapted to the children's needs. Finally, the importance of pedagogical intervention based on playful activities is emphasized to foster balanced motor development during the early years of learning.Item type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2025) Caceres Samaniego , Margoth RebecaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2025) Jara Molleturo , Rudy LeonelaItem type: Ítem , Access status: Acceso Abierto , Proyecto de Titulación embargado con fines de publicación de impacto.(Universidad Católica de Cuenca., 2024) Rivera Perez, Adelaida Liduvina
