Trabajos de Titulación - Extensión Cañar - Educación inicial
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/60
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Ítem Acceso Abierto Estrategias didácticas para mejorar la atención en niños de nivel preescolar(Universidad Católica de Cuenca., 2023) Padilla Carabajo, Kathy Jazmin; Farez Loja , Diana Elizabeth; 0302948955The main objective of this study was to determine the didactic strategies that improve the attention of preschool children, being this level important to promote attention that will impact on the child's learning in the future. The research is descriptive, explanatory, and correlational between didactic strategies and preschool children's attention. A systematic review of the theoretical part was carried out. In addition, using an intentional sample, educational institutions of the following cantons were considered: Cañar Centro, Tambo, Suscal, and Zhud. There was a population of 40 preschool teachers to whom a 10-question questionnaire was applied and previously validated by experts in the field. The results indicated that the didactic strategies most used by teachers were songs, with 40% prevalence, followed by music and pictograms, with 20%. Also, didactic strategies that involve audiovisuals have a frequency of use of 47.5%, highlighting that 65% always use them to capture and improve children's attention. In conclusion, preschool children’s attention is improved when songs, music, and pictograms are applied as didactic strategies in a suitable physical environment. Keywords: didactic strategies, preschool level, learning, attention.Ítem Acceso Abierto Escolarización, su incidencia en el desarrollo del lenguaje oral en niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Quinteros Paguay, Daniela Patricia; Farez Loja , Diana Elizabeth; 0302650262Schooling is the process by which school-age children must access and complete the compulsory education established by each nation. A study was carried out to analyze the disparities in oral language development between children aged 3 to 4 years who are schooled and those who are not. A descriptive, qualitative-quantitative approach was adopted to understand quantitative aspects such as underlying causes. Data was collected using the Observational Developmental Scale designed by Francisco Secadas. The sample comprised 74 children divided into two groups. The first group comprised children attending school environments, while the second group encompassed non-schooled children from various socioeconomic backgrounds and inclusion programs. This differentiation made it possible to assess the impact of schooling in different contexts. The results revealed a significant relationship between schooling and the level of oral language development, showing that 43% of schooled children reached high levels of language development in contrast to 3% of their non-schooled counterparts. Despite potential limitations, such as the geographic location of the studied population, this research underscores the significance of early schooling in improving oral language in 3- to 4-year-old children. These findings highlight the need to promote schooling as a fundamental strategy to enrich language skills in the early stages of life. Keywords: schooling, development, language, school influence, children.Ítem Acceso Abierto La danza como estrategia pedagógica para desarrollar la motricidad gruesa en niños de preescolar(Universidad Católica de Cuenca., 2023) Falconi Chuqui , María Alejandra; Mejia Rodriguez, Israel Neptali; 0302671433Ítem Acceso Abierto Estrategias metodológicas para la comunicación afectiva y efectiva en preescolar(Universidad Católica de Cuenca., 2023) Romero Vásquez , Joselyne Elizabeth; Mejia Rodriguez, Israel Neptali; 0350187506Methodological strategies are the set of essential and unpredictable techniques and procedures in the teaching-learning process. From this perspective, the objective of this research was to establish the importance of the use of methodological strategies for affective and effective communication in preschool. The research was developed with a quasi-experimental methodology, applying a proposal in an experimental group and a control group; in addition, a survey was applied to teachers to know their perspectives on the use of methodological strategies for affective and effective communication. In the results, teachers stated that methodological strategies for affective and effective communication should always be used when working in the classroom with students. When applying the intervention proposal on methodological strategies for affective and effective communication, the children improved significantly in axis 1 (self-esteem), as 92.5% were at the expected level; in axis 2 (emotions), 96.2% were at the expected level; in axis 3 (coexistence), 81.4% children were at the expected level; in axis 4 (rules and agreements), 81.4% were at the expected level; in axis 5 (conflict resolution), 96.2% students were at the expected level, and in axis 6 (about the family), 100% were at the expected level. It is concluded that the use of methodological strategies is important for affective and effective communication in preschool, and being important that teachers use them in the classroom. Keywords: Methodological strategies, affective communication, effective communication, preschool.Ítem Acceso Abierto La motivación docente para fomentar la autonomía personal en los niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Quizhpilema Solano , Sara Veronica; Farez Loja, Diana Elizabeth; 0302351473Children must feel confident to exercise their autonomy when taking risks or making decisions. The role of teacher motivation is essential to foster independence in children. For this reason, educators should generate an enabling environment through appropriate strategies that allow the development of autonomy in infants. In this sense, this research aimed to determine the incidence of teacher motivation in the development of autonomy in children from 3 to 4 years of age at E.C.E Ana Paredes de Alfaro. A cross-sectional methodology based on descriptive research with a mixed approach was used to correlate the variables. The explanatory level, bibliographic type, was applied for the theoretical foundation. In addition, a survey previously validated by experts was administered to teachers on their perceptions of motivation and its application in the classroom. In order to determine the presence of personal autonomy in children, the Secadas Observational Scale of Development was applied to the achievements attained. It was shown that teachers understand the importance of demonstrating empathy (96.6%), adapting strategies within the classroom (98%), and setting the environment (96%) to foster personal development autonomy effectively. The children’s level of autonomy achieved was 62% at the high level, indicating that the teachers' strategies have a positive impact. Keywords: teacher motivation, personal autonomy, learning, Early education 1Ítem Acceso Abierto Plataformas interactivas para favorecer la enseñanza en el nivel preescolar(Universidad Católica de Cuenca., 2023) Criollo Pizha , Evelyn Karina; Farez Loja , Diana Elizabeth; 0302602511The inclusion of educational technology in the classroom with preschool children has recently had a significant impact on the development of the teaching-learning process since these technological resources offer a variety of opportunities and challenges for both students in training and teachers. The benefits are innumerable since this interactive dynamic allows the active participation of children and contributes to the consolidation of skills at a cognitive level. The objective: To identify the importance of using interactive platforms as a teaching strategy at the preschool level. The study has a quantitative approach. A survey was used as an instrument that was applied to 34 teachers from educational institutions in the Cañar and El Tambo cantons, specifically to those who work at the preschool level. The analysis and processing of the information collected was carried out through the SPSS v 27 system. The most relevant findings show that teachers have implemented interactive technological platforms in their classes, and the most used one is Bosque de fantasías (Forest of Fantasies). It is concluded that using these interactive platforms significantly benefits the learning process of preschool children in their creativity, motivation, literacy, and psychomotor skills, among others. Keywords: Preschool children, interactive platforms, teachers, learning, teaching strategies.Ítem Acceso Abierto Gamificación para favorecer el desarrollo del lenguaje oral en niños de 4 a 5 años(Universidad Católica de Cuenca., 2023) Quizhpi Muñoz , Alicia Mercedes; Mejia Rodriguez, Israel Neptali; 030289116-3Oral language development in infancy is crucial for its ability to create cognitive structures while fostering the development of communicative, interactive, and social skills. In addition, it benefits the child's overall development by strengthening confidence and security. For this reason, it is fundamental to apply motivating and innovative strategies to help develop oral language in children from 4 to 5 years old. The primary objective of this research is to understand the theoretical concepts related to gamification and oral language development and to determine the relationship between the two variables. This research design is pre-experimental with a quantitative approach that considered a non-probabilistic sample by convenience formed by five teachers, an experimental group of 20 children, and a control group of the same number of children, all between the ages of 4 and 5. The survey applied to educators provided positive evidence of teachers' knowledge, attitudes, and practices about gamification for oral language development. At the end of the treatment, the post-test showed that the children in the experimental group could carry out several oral activities successfully. These results demonstrated that the gamified intervention significantly affected oral language development. Keywords: game, gamification, oral language, early childhood educationÍtem Acceso Abierto La motivación docente para fomentar el aprendizaje de la lectoescritura en los niños de 5 a 6 años(Universidad Católica de Cuenca., 2023) Cungachi Santander, Mishell Estefanía; Farez Loja , Diana Elizabeth; 0302602198Teacher motivation consists of strategies and actions that educators use to influence their students during the teaching-learning process because the teacher is a generator of emotions and dynamics. This study aimed to establish the influence of educational motivation to promote the learning of reading and writing in children from 5 to 6 years old. Descriptive research with a quantitative approach was used, where a literacy test was initially applied to identify the level of learning the children had in this area. In addition, motivating didactic and play activities were carried out to promote literacy learning. After the intervention, a post-test was applied to determine the level of improvement in literacy. The results showed that the average level of literacy learning in the pretest was 48.3%; after the pedagogical intervention, 89.7% was reached in the posttest. This shows a significant improvement in this process. Based on the results obtained, it was confirmed that teacher motivation improves literacy learning because children work to achieve the proposed objectives and take the initiative to learn literacy, reflected in their commitment and contribution to the learning environment. Keywords: Motivation, learning, literacy, teacher, children.Ítem Acceso Abierto La pintura como estrategia para desarrollar la creatividad en niños de preescolar.(Universidad Católica de Cuenca., 2023) Molina Suarez, María Fernanda; Farez Loja , Diana Elizabeth; 0302904768Painting proves to be a highly effective strategy to stimulate creativity in preschool children. Through this artistic activity, children can express emotions and thoughts nonverbally, nurture their imagination by creating imaginary worlds, and develop cognitive skills. This research related to painting and the development of creativity in preschool children, considering a mixed methodological approach combining quantitative and qualitative methods. Initially, an approach was maintained with the authorities of the institution to gain access to the study population and to apply the creativity test. A correlational study was used to analyze creativity and the use of painting in preschoolers, from which it was obtained that 76.7% of those evaluated reached a high level of creativity. In addition, the color preference associated with primary and secondary colors and combinations of them, namely green, blue, yellow, red, and tomato, which indicated a greater use of them, was verified. In conclusion, there is a positive relationship between the use of paint and the level of creativity where the benefits ranging from emotional expression and imagination to the development of cognitive and social skills were also verified. An interesting finding is evident in the level of creativity by gender, showing that girls have a higher level. Painting provides them with a means to communicate thoughts and emotions visually, and cultivate the ability to think divergently and to solve problems creatively. Keywords: painting, strategy, development, creativity, preschool.Ítem Acceso Abierto El modelado como técnica para el desarrollo de la motricidad fina en niños de 3 a 4 años(Universidad Católica de Cuenca., 2023) Verdugo Cantos, Katherin Adriana; Mejia Rodriguez , Israel Neptali; 030291304-1Modeling is a technique that permits someone to create figures in different materials, getting children to develop their creativity through volume, shapes, and textures. In addition, it boosts coordination and accuracy since, by working with the hands, the child develops greater muscular dexterity in the fingers, which facilitates the execution of precise and delicate movements. Therefore, the objective of this study was to determine the influence of modeling as a technique for developing fine motor skills in children from 3 to 4 years of age. It was a quasi-experimental research methodology in two groups of children; after applying the proposed activities, the results were evaluated to compare the advances made. In the test results applied to the children with whom the modeling technique was not done, it was evidenced that a high percentage of children (41.7%) were at an average level of development, 20.8% were at risk, and 37.5% were lagging behind. On the other hand, with the group that worked 21 days with the modeling technique, it was observed that an elevated percentage of children at 54.5% were at an average level of development, 18.2% were at risk, and 27.3% were lagging behind. Keywords: figure modeling, development, technique, fine motor skills.Ítem Acceso Abierto Recursos didácticos innovadores para el desarrollo del pensamiento lógico matemático en niños de prescolar(Universidad Católica de Cuenca., 2023) Quizhpi Suquilanda, Leonel Daniel; Farez Loja, Diana Elizabeth; 0302653787Didactic resources are of great importance for educators in guiding and facilitating the teaching process in preschool children. In educational environments, the lack of adequate resources limits the ability to expand instruction and the improvement of logical-mathematical thinking, especially in the rural areas of Canton Cañar, the limitations of resources in these institutions impact the ability to promote sound reasoning, abstraction, and logic through mathematics, the latter has played a fundamental role in fostering logical thinking and reasoning skills, in addition to stimulating the ability to understand abstract concepts, by providing students with confidence in their handling of mathematical situations and in effective problem solving, mathematics plays an essential role in their educational development. The central purpose of this research was to examine the use of appropriate novel didactic resources intended to enrich the progress of logical-mathematical thinking in children, adjusting them to their age, to achieve this, a tool was created that encompasses the essential elements that these resources should contain, The component that showed the greatest relevance was the technological aspect, while the motivational function should occupy a prominent role to be considered as innovative in this scenario, it could be proposed that, in future experimental applications, the implementation of virtual environments to promote the development of logical-mathematical thinking should be promoted. Keywords: didactic resources, mathematical-logical thinking, preschool children.Ítem Acceso Abierto Técnicas buco-faciales para la estimulación del lenguaje oral en niños de educación inicial(Universidad Católica de Cuenca., 2022-10-14) Rodriguez Cunin, Jose Luis; Farez Loja, Diana Elizabeth; 030263065-2ABSTRACT Buceo-facial techniques, better known as Buceo-facial praxis, are a system of coordinated movements performed by children in search of a result, i.e., they are fine motor skills acquired with the help of the organs involved in the production of phonemes. Therefore, this research aims to determine the oral-facial techniques that kindergarten teachers should use to stimulate oral language in children in early childhood education. For this purpose, the PRISMA research method was used. Through specific techniques and strategies, it was possible to locate, identify, and access information from digital documents and journals such as SCieLO, Google Scholar, UCACUE repository, and Redalyc. The appropriate methods and keywords were applied to facilitate the search. lt was possible to select 20 publications thanks to the qualitative approach used in the study. The results revealed that the oral-facial techniques used by kindergaren teachers to stimulate oral language in early childhood education children were classified into techniques of jaw, lip, and tongue movements, facial movements, verbal games, use of pictograms and sounds, breath methods, family participation, and orally description of images. In conclusion, the teacher should apply oral facial techniques to improve oral language development in children attending the initial level. These techniques are essential since they help the child develop their language correctly. Keywords: oral-facial techniques, stimulation, oral language, early education.Ítem Solo Metadatos Estrategias didácticas para favorecer el proceso de enseñanza aprendizaje en niños de 3 a 4 años(Universidad Católica de Cuenca., 2022-09-19) Narváez León, Italia Estefanía; Farez Loja, Diana Elizabeth; 035014868-0ABSTRACT Didactic strategies are techniques that help to improve the educational process, being oriented to reach an objective through the use of resources chosen meticulously. For this reason, it as decided to categorize the didactic strategies to favor the teaching-learning process in children from 3 to 4 year old. Using literature review based on a qualitative approach in the databases Google academic and the Virtual Library of the Catholic University of Cuenca, it was possible to select 15 publications. The results revealed that strategies are employed to motivate, responsibility, and enthusiasm. It was identified that the most used didactic strategies in the teaching-learning process in children from 3 to 4 year old are games, the adaptation of the classroom projects in the dimensions (organization of corners), dancing, singing and working with classroom projects in the dimensions (socio-affective, cognitive, communicative, aesthetic, and ethical). Also, other strategies are the use of ICT, plastic art, technology, use attractive material, rounds, music, and puppets. These are means with which the objectives proposed by the teacher in the classroom are achieved. They are adapted to the needs and aims of the functional are concerning the learning achievement in children from 3 to 4 years of age. Keywords: didactic strategies, categorizing, teaching-learning, children.Ítem Acceso Abierto Aplicaciones para el desarrollo de las nociones lógico matemático en educación inicial(Universidad Católica de Cuenca., 2022-08-13) Palacios Naula, Juan Carlos; 030297891-1ABSTRACT Access to quality education remains a major barrier in developing countries. Efforts to open access to a large majority of citizens in developing countries have explored different strategies, including the use of multimedia technology. This research aimed to provide a systematic review of different applications in the teaching and learning processes that have proven to be a true strategy to close the gap in the provision of unrestricted access to quality education and improve student performance for the learning of mathematical logic in primary school children. The included review process conducted an exhaustive search of relevant scientific literature, relevant studies using predetermined inclusion criteria, literature analysis, and synthesis of the findings of the various studies that have investigated how multimedia has been used for teaching selection processes. and learning. Finally, it is concluded with this reduced and reduced study by several case study reports of multimedia tools, their success and limiting factors, application areas, evaluation methodologies, technological components and age groups to which the tools are directed thus determining its great value and its importance when teaching mathematics in primary school children. Keywords: Education, Media in education, Strategies, teaching/learning, Systematic reviewÍtem Acceso Abierto Juegos ancestrales en el desarrollo de la psicomotricidad infantil en los niños de educación inicial(Universidad Católica de Cuenca., 2022-09-25) Tenemaza Simbaina, Maria Cristina; Mejia, Israel; 030274291-1ABSTRACT This research focuses on the influence of ancestral or traditional games for developing children’s psychomotor skills at initial education. Ludic activities such as hide-and- seek, blind man’s buff, hopscotch, sack race, rope game, wheelbarrow, and spinning top games are resources that, when used in the classroom, would be determining factors for psychomotor development based on what has been shown. The research had a qualitative approach and the objective of this study was to identify the existing relationship between the application of ancestral games and the psychomotor skills development in children in early education. To do this, we carried out a systematic bibliographic review of 18 studies from 2017 to 2022 wich allow the subject matter under study. The results show that there is a direct relationship between the use of ancestral or traditional games and the psychomotor skills development. It is concluded that teachers must include these games in their educational work as it has effectively been show their influence on learning, integral development, and the consolidation of the psychomotor area. Keywords: ancestral or traditional games, psychomotor, skills, children, teachers, learningÍtem Acceso Abierto Estrategia de estimulacion para el desarrollo del lenguaje oral en niños de 3 a 4 años(Universidad Católica de Cuenca., 2022-09-08) Caguana Yunga, Rosa Alexandra; Mejia, Israel; 030235961-7ABSTRACT The present study, entitled “Stimulation strategies for the development of oral language in children from 3 to 4 years of age”, aims to describe how the stimulation process for the oral language acquisition is developed in children at the initial level since it is through oral language that we can communicate and exchange information. Communication starts with the baby’s crying and imitation of sounds until reaching the reproduction of words. Children develop their first forms of expression within the family, then, the school is responsible for consolidating them since they are a stimulus for coexistence. The research approach was qualitative, and the objective was to identify the main stimulation strategies for oral language development in children aged 3 to 4 years. A review of academic and scientific paper from 2017 to 2022, all related to the topic, was conducted. It has been shown that stimulation from an early age in children allows the development of appropriate oral language for their age. It can be concluded that, with the application of a structured program that meets the children’s needs, they can develop their oral language and communication skills. Keywords: oral language, strategies, stimulation, children, teachersÍtem Acceso Abierto La estimulación de la psicomotricidad, como potencializador del desarrollo cognitivo del infante de 3 a 4 años(Universidad Católica de Cuenca., 2022-08-06) García Andrade, Laura Mishel; Mejia, Israel; 035014868-0ABSTRACT This research focuses on the importance of an appropriate psychomotor stimulation that allows a good cognitive development in 3 to 4 year old children, standing out that in their first years of life they begin to recognize their skills and abilities and also to socialize with the surrounding environment. On the other hand, by means of the game they can synchronize more easily their thoughts with movements and body parts and they begin to catch, store, and remember information by matching images. To carry out this research, several bibliographic sources related to the raised topic were used and a total of 22 studies between then 2017 and 2022 year were identified. It has been possible to highlight the results in each one of them allowing to know the methods to recognize the progress in the child´s cognitive development both inside or outside their homes, the use of materials and the teacher´s planning activities, and personality tests to identify the most important trait which are placed according to their level of progress. Finally, with an appropriate psychomotor child´s maturity, he/she will not have problems to put into practice what he/she has learned, and improve his/her memory, language and movements. Keywords: psychomotor stimulation, cognitive development, planning, skills, personality test.Ítem Acceso Abierto Participación familiar y sus beneficios en el aprendizaje de los niños de subinicial dos(Universidad Católica de Cuenca., 2021) Benavidez Ojeda ,María José; Garcia, Darwin; 030262357-4Appropriate family participation during the preschool stage guarantees a proper integral development necessary for the infant's insertion into the National Educational System. This study was conducted under an explanatory level based on the deductive and analytical methods, and it was supported by different theoretical foundations. The population consisted of teachers who work in educational institutions where sub-initial two is offered within the cantonal capital of El Tambo. After a respective validation, a closed questions survey was applied to the teachers obtaining data that after being analyzed and tabulated allowed to answer the questions posed. In general, it is showed that 71% of teachers mention that parents sometimes cooperate with the institution commitments; 57% of parents are concerned about their children´s performance only at the end of a mid-term. Finally, it is clear that school and family participation is key to guarantee integral development since in both contexts the child can develop significant experiences for the consolidation of its physical, affective, cognitive, and psychosocial dimensions. Keywords: education, learning, sub-initial two, preschool children, family participationÍtem Acceso Abierto Autoestima y contexto familiar : Factores de riesgos(Universidad Católica de Cuenca., 2021) Bermejo Lema, Noemi Valeria; Mejia, Israel; 030271575-0Abstract Self-esteem is defined as the subjective evaluation of the value of oneself as a person, one's perceived capacity or competence in comparison with one's aspirations in important domains. The family is the protective entity and matrix of psychosocial development, in addition, it transmits the culture so that the child has the basis for high self-esteem and self-realization, that is why the family context plays a key role in childhood for the development of self-esteem and adaptation. The objective of this research was to determine the factors associated with the family context that improve self-esteem in early childhood education children, to do this, a systematic review was carried out based on the PRISMA method. The initial search was carried out in the digital databases of UCACUE and Google Scholar, identifying 1705 original articles; after the selection of titles and abstracts, 125 full-text articles were retrieved and their eligibility was evaluated: thirty articles met the review criteria. According to the literature review papers, it was found that parental warmth, economic security, and a father's presence positively predict a child´s self-esteem. Keywords: self-esteem, family, early education, systematic reviewÍtem Acceso Abierto Estrategias pedagogicas y desarrollo del lenguaje en niños de inicial(Universidad Católica de Cuenca., 2021) Bermeo Quindi, Catalina Alexandra; Garcia, Darwin; 035007284-9Abstract Pedagogical Strategies (PS) are defined as a set of procedures carried out by educators with the purpose of facilitating learning and enhancing the different dimensions of children's development. Language is fundamental for the progress of children during the first years of life, that is, early childhood. This stage constitutes a critical and sensitive phase due to rapid mental, physical and emotional growth and development, and since different types of skills may emerge. The objective of this study was to identify the PDs that influence language development in early childhood education children. In this sense, it was carried out a systematic review of scientific articles corresponding to the last five years in English and Spanish related to the topic of study; it was used Mendeley software to extract information such as authorship and years of publication. It was concluded that four PDs contribute to language development in children: cognitive, metacognitive, ludic and technological, while the most recommended pedagogical tools are games, literature, art and exploration of the environment. ICTs according to the new digital era should be implemented as an indispensable resource to promote meaningful learning. Keywords: pedagogical strategies, language development, early education.
