Trabajos de Titulación - Ciencias de la Educación
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/811
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Ítem Solo Metadatos El cuento dramatizado como recurso didáctico para desarrollo de la motricidad en niños de educación inicial(Universidad Católica de Cuenca., 2023) Deleg Brito, Christian Fernando; Matute Guzmán, Carmen Viviana; 0106907173Dramatized stories are a widely used strategy in the early grades that has many benefits and advantages for children, including improved motivation and development of motor skills through intervention in the motor area. This research aimed to analyze the influence of stories on the motor skills development of children in an educational unit in the city of Cuenca. The research uses a mixed approach, descriptive, cross-sectional, experimental design (pre-experimental), and inductive-deductive method. A Denver Test evaluating child development was applied as a research instrument, of which only the items related to the motor area were used. The results show that the statistical value of Pearson's coefficient "r" is r = 0.89, meaning a direct positive relationship exists between the two variables. The degree of correlation between the pretest indicators of the independent variable, dramatized stories, and the post-test indicators of the motor variable is very high. Finally, it is concluded that the children who participated in this research, after applying the guide, optimized their motor skills, improved their relationship with the social environment and their peers, promoted active participation in the context, and sought the development of their autonomyÍtem Solo Metadatos La música como estrategia metodológica para el desarrollo del lenguaje oral en educación inicial(Universidad Católica de Cuenca., 2023) Abad Gualán, María Belén; Crespo Crespo, Walter Benigno; 1150974234Music as a methodological strategy has great importance in formal and non-formal education at the early education level. Through songs and rhymes, it significantly strengthens oral language development in preschool children. However, some children have difficulties in the pronunciation of words and phonemes, construction of short sentences, use of fluent age-appropriate oral language, expression, communication, and social interaction, which, among other things, hinders an appropriate process in the education of young children. The research was conducted through a mixed approach, descriptive in scope, through the pre-experimental method, using the instrument PLON-R Oral Language Test Navarra-Revised (2005), applied as a pretest, pedagogical intervention, and posttest. As a result, the children significantly improved their oral language development. In the pretest, the level of "normal" language was 67%; after the pedagogical intervention and the application of the posttest, it reached 83%. On the other hand, the level of language "needs improvement" dropped from 25% in the pretest to 17% after the application of the posttest. The level of language "delay" dropped from 8% to 0%. It is concluded that music as a methodological strategy does favor the development of oral language in infants, such as pronunciation, oral expression, and assertive communication, among others.Ítem Solo Metadatos Actividades lúdicas para el manejo de la hiperactividad en niños con TDAH en educación inicial(Universidad Católica de Cuenca., 2023) Cando Méndez, Yamileth Estefanía; Trelles Astudillo, Hilda Josefina; 0150644987This research aims to determine the influence of sensory stimulation as a resource to enhance psychomotor development at the early education level. For this purpose, the Psychomotor Development Test (TEPSI by its Spanish acronym) was applied to determine the level of performance concerning the psychomotor development of children between 2 and 5 years old. Pre- and post-pedagogical intervention measurements were performed using a sensory activity guide. The population considered in this study consisted of 16 children from the initial education level II of the “Unidad Educativa Particular Pasos” in the city of Cuenca. The results obtained in this research showed that 87.5% of the children were within the normal range in the pretest, while 12.5% were at risk. After implementing the pedagogical intervention activities, a significant increase was evidenced in the post-test. In the post-test, 93.75% of the children studied presented an average level of development, and only 6.25% were at risk. These results demonstrate that pedagogical mediation with sensory stimulation activities positively impacted on psychomotor development. In conclusion, the relationship between psychomotor skills and sensory stimulation is closely linked. They are two directly related variables that make it possible to enhance psychomotor skills in primary school children.Ítem Solo Metadatos El Kamishibai como estrategia metodológica para el desarrollo del lenguaje oral en niños de la primera infancia(Universidad Católica de Cuenca., 2023) Maza Guillermo, Erika Adriana; Trelles Astudillo, Hilda Josefina; 0106804826Ítem Solo Metadatos Actividades lúdicas para el manejo de la hiperactividad en niños con TDAH en educación inicial(Universidad Católica de Cuenca., 2023) García Barros, Nathaly Paulina; Matute Guzmán, Carmen Viviana; 0150720399Ítem Solo Metadatos El arte como estrategia para el desarrollo del lenguaje oral en niños de nivel inicial(Universidad Católica de Cuenca., 2023) Sánchez Domínguez, Lizbeth Piedad; Serrano Moreno, María Stella; 0150694016Ítem Solo Metadatos El dibujo infantil en el desarrollo de la expresión y comunicación del niño de nivel inicial(Universidad Católica de Cuenca., 2023) Paqui Morocho, Janeth Carolina; Castro Martínez, Esther María; 01105602997Ítem Solo Metadatos Conciencia ecológica y formación de actitudes ambientales en niños de educación inicial(Universidad Católica de Cuenca., 2023) Zamora Montoya, Edita Cecilia; Serrano Moreno, María Stella; 0925155921Ítem Solo Metadatos La escuela Bosque como modelo educativo para el manejo de problemas conductuales en niños de 5 a 6 años(Universidad Católica de Cuenca., 2023) Jiménez Jaramillo, Daniela Micaela; Ávila Larriva, Mónica Priscila; 1950168599Ítem Solo Metadatos El arte como estrategia para desarrollo las habilidades sociales en niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Marca Puma, Jocelyne Valeria; Ávila Larriva, Jocelyne Valeria; 0105700629Social skills reflect the reality of the person and the surrounding environment. Society has undergone great changes, such as the COVID-19 pandemic, from which introverted children emerged in the school context regarding relationships, the manifestation of attitudes and behavioral problems, distraction, and communication, among others. Therefore, we propose to demonstrate the effect of art as a strategy for developing social skills in children from 3 to 4 years old, focusing on dramatization to enhance these skills through an intervention proposal in an Early Education Center in Cuenca. The research is of mixed approach, qualitative-quantitative, documentary-bibliographic type, with descriptive and field scope. The search for information was carried out specifically within the digital bases of the Catholic University of Cuenca (UCACUE by its Spanish acronym), such as Scopus, Redalyc, Dialnet, SciELO, among others. Concerning the results, a direct relationship between art and social skills is evidenced since, after the pedagogical intervention, the children demonstrate an excellent level of achievement and a minimum percentage of good achievement level in the post-test. This research shows that dramatization is a didactic resource that contributes significantly to developing social skills.Ítem Solo Metadatos Incidencia de la lectura de cuentos infantiles en el lenguaje oral en niños de educación inicial(Universidad Católica de Cuenca., 2023) Ruiz Cuesta, Matha Juliana; Serrano de Moreno, María Stella; 094249907-0Reading children's stories is an effective strategy to stimulate oral language development in early childhood. In response to the problem identified regarding the lack of oral language stimulation in children at home and at school, which prevents them from using it in its instrumental, informative, imaginative, and personal functions, this study aims to explain the importance of reading children's stories for the development of oral language in preschool children through an intervention aimed at stimulating it. This intervention was carried out in 21 sessions with 19 children, 13 boys and 6 girls of preschool II, from an urban educational center in Cuenca-Ecuador. The hybrid approach study corresponds to a pre-experimental design, with pre-and post-test, based on applying the Oral Language Test Navarra PLON-R, by Aguinaga et al. (2005), with a Cronbach's alpha of 0.77 reliability. The results show positive effects of the intervention and confirm high positive correlations (Pearson correlation = 0.896) between story reading and oral language development. It is concluded that guided story reading contributes significantly to language acquisition in its different functions since the children achieved progress in their ability to handle the linguistic units.Ítem Acceso Abierto La importancia de los cuentos para desarrollar la lectura en niños con discapacidad auditiva(Universidad Católica de Cuenca., 2019) Arévalo Valverde, María Fernanda; Montánchez Torres, María Luisa; 1400770515narration of a story as this was based in their own language is sign language. This project was conducted in the Special Education Unit "Claudio Neira Garzón" which is located in the area Quinta Chica Baja north of the City of Cuenca, we worked with a population of two children whom a checklist was applied to see how high their level of understanding when the teacher starts to tell a story. For this reason you try to create an appropriate technique based on the dramatization of stories to help hearing impaired children, infants have difficulty reading or understanding, so we want to bring this project to improve reading comprehension in infants and they are not good user of the written language thus they fail to have good reading comprehension.Ítem Solo Metadatos Teatro de títeres y la comunicación en la Educación Inicial(Universidad Católica de Cuenca., 2021) Naranjo Yunga, Adriana Ivonne; Crespo Crespo, Walter Benigno; 010573522-9Ítem Acceso Abierto Inteligencias múltiples y pensamiento crítico en los estudiantes de básica superior(Universidad Católica de Cuenca., 2022) Bernal Bernal, Alexandra Estefanía; Matute Guzmán, Carmen Viviana; 010510181-0The present bibliographic research entitled Multiple intelligences in the development of creativity in elementary school children, aims to determine how multiple intelligences contribute to the development of creativity in elementary school children. The methodology used for this research is bibliographic of descriptive type, performing a series of analyses in different databases, Google Scholar, Redalyc, Scielo, Web of Science, Scopus and Dialnet to theoretically support the multiple intelligences in the development of creativity. The results obtained in the research show that creativity in children is manifested through certain multiple intelligences, which are related to sensory-motor activities that allow the student to interact in a better way in the recreational activities to be performed. The theory of multiple intelligences was proposed in 1983 by Horward Gardner and its approach cannot be defined as a fixed set and determining the specific capacity of each person but rather promotes learning when becoming aware of their abilities, combining biosocial potential that allows us to process information creatively.Ítem Acceso Abierto La práctica evaluativa en el proceso de enseñanza aprendizaje en niños y niñas de inicial dos(Universidad Católica de Cuenca., 2021) Zambrano Pugo, Cinthia Marcela; Pulla Merchán, Jhoana Fernanda; 010574355-3This research entitled evaluative practices in the process of teaching and learning of pre-school two children, has the objective of analyzing the educational practice carried out by teachers in infants. This research is a descriptive bibliographic relational study, with a qualitative approach, due to the fact that an analysis of 67 scientific articles was carried out to theoretically support how the evaluative process is developed and to fulfill the stated objectives. In order to elaborate this academic article, it was necessary to collect documents in scientific databases: Google Scholar, Redalyc, Scielo and Google Books, which were found with the terms evaluation, evaluation process, preschool evaluation and quality evaluation. After the respective analysis, it was found as a result that the evaluative process applied in the teaching-learning process should be carried out in a didactic and spontaneous way, to obtain results that collaborate in the search for quality education; moreover, in Ecuador it not correctly managed evaluation. With this purpose and for an orientation to other pre-school education professionals, it was elaborated a didactic guide for the evaluative practice in pre-school two children.Ítem Acceso Abierto Bibliotecas infantiles como recurso pedagógico para fomentar la iniciación a la lectura en la Educación Inicial(Universidad Católica de Cuenca., 2022) Rivera González, Evelyn Priscila; Serrano Moreno, María Stella; 030289173-4Children's library enables reading in favor of the infant's development, influenced by the diverse forms of reading that today are revealed —mediated by technology— which can be used in the formation of kids' education. The objective is to identify the importance of children's libraries as a pedagogical resource to promote reading initiation in early childhood education. The absence of the child's relationship with the resources and reading materials offered by the library prevents him/her from approaching the diversity of texts, as windows to imagination and knowledge, to the development of emotions and sensitivity. Recent research has shown that the first years of life determine integral, biological, cognitive, motor, and socio-affective improvement processes. The study was oriented from the qualitative approach, using the documentary and bibliographic method, consisting of analyzing scientific articles, books, and institutional reports through their management in the scientific databases of the Catholic University of Cuenca. The results indicate that children's libraries positively impact kids since they develop cognitive, emotional, motor, and social areas, create reading habits and develop children's capacity to understand written language, even when adult reading predominates.Ítem Solo Metadatos Los juegos tradicionales en el desarrollo lógico matemático en niños de 4 a 5 años(Universidad Católica de Cuenca., 2022) Suconota Cabrera, Diana Carolina; Santacruz Correa, Claudia Lucía; 010741399-9Contemporary research indicates that the first year of life is essential for logical and abstract development. They guarantee that playing is an activity that provides help to children for his cognitive development. Authors cited in this work (Herrera, 2016; Benitez, 2019), agree that playing contributes to improve their learning, attention and psychomotor skills that help their formation. Game is a methodological strategy that constitutes the development of skills and abilities for optimal learning. This work is focused on knowing which are the games that contribute to the development of mathematical logical thinking. The objective is to analyze the importance of the use of traditional games in the development of mathematical logical thinking in children from 4 to 5 years old. The research approach is qualitative of descriptive type, and it applies a documentary research method that will be carried out through the bibliographic consultation of documents (books, scientific articles, magazines, newspapers, memoirs), with the purpose of searching information about traditional games and the development of mathematical thinking and logic. As a result, it was obtained that traditional games are the key for the development of the early childhood area. It is concluded that teachers should resort to traditional games for their planning in which the child learns by playing, thus developing his logical- mathematical thinking.Ítem Acceso Abierto Las actividades lúdicas en el aula invertida en educación preescolar(Universidad Católica de Cuenca., 2022) Suconota Cabrera, Adriana Patricia; Santacruz Correa, Claudia Lucía; 010741400-5The objective of this research is to elaborate a guide of ludic activities to be applied in preschool education using the inverted classroom methodology. The work, oriented to identify how the playful activities within the inverted classroom methodology favor the development of communicative and socioemotional skills, the research is characterized by a qualitative approach, bibliographic analysis, descriptive, the collection of information was made from reliable databases such as Scielo, Redalyc, Google Scholar, books, theses that build the documentary sources of this research and on which a guide on the activities where the kindergarten teacher can execute an innovative methodology in the inverted classroom was elaborated. As a result, it was obtained that the application of playful activities within the inverted classroom methodology is key for teachers to resort to this methodology of application of activities for their planning where the preschool child learns and can express their emotions, their creativity. It can be concluded by indicating that the inverted classroom methodology has gained importance because it proposes to change the traditional learning system; it is a new method that proposes that students interact and carry out more participatory activities such as dialogue, express ideas, coexist, develop skills and abilities in the initial stage, both at the curricular and extracurricular level.Ítem Acceso Abierto Las estrategias didácticas en la iniciación de las nociones lógico-matemáticas en la Educación Inicial(Universidad Católica de Cuenca., 2022) Sarmiento Rivera, Johanna Lisseth; Curay Banegas, Edgar Rigoberto; 010589459-6The objective of this research work is to explain the importance of didactic strategies in the initiation of logical-mathematical notions in early education. This research is qualitative of literature review; information on the variables under study, didactic strategies, logical-mathematical notions was collected from the following databases of the Cathotic University of Cuenca, as well as from the following databases: Google Scholar, Scielo, Redalyc, Web of Sciencie, Scopus, and Dialnet; graduate and postgraduate theses, considering the criteria of pertinence, relevance, reliability, and validity. Regarding the results, the different didactic strategies utilized in early education to work on logicalmathematical notions were identified, and based on the findings obtained; an instructional manual was developed with some didactic strategies that make possible the development of logical-mathematical notions. Conclusively, it can be indicated that didactic strategies in the initiation of logical-mathematical notions in early education are important and that they correspond to the actions that the teacher plans to achieve the learning objetives, making use of different resources, such as techcnolohy, games, and didactic material that allows cognitive development through logical reasoning.Ítem Acceso Abierto Juegos reglados para el desarrollo psicomotor en niños de 4 a 5 años(Universidad Católica de Cuenca., 2022) Dután Sarmiento, Karina Fernanda; Trelles Astudillo, Hilda Josefina; 010535217-3This research aims to determine the influence of controlled games on psychomotor skills in children aged 4 to 5. This study was developed through a systematic review and an exhaustive analysis of 12 scientific articles related to games development in children's psychomotor development, collected from the UCACUE databases: Scopus, Redalyc, Dialnet, and Google Scholar. The findings answer the research question: Do controlled games influence psychomotor development in children from 4 to 5 years old? Since controlled games are a teaching tool used to acquire learning and develop skills, attitudes, and values, they also contribute to the development of motor schemes that naturally define the normal development of movement patterns. This systematic review shows that controlled games influence children's acquisition of gross and fine motor skills, body control, and physical and emotional balance.
