Trabajos de Titulación - Educación inicial
URI permanente para esta colecciónhttps://dspace.ucacue.edu.ec/handle/ucacue/18
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Ítem Acceso Abierto La danza para favorecer la coordinación motora en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Toledo Guayllazaca, Daniela del Rocio; Trelles Astudillo, Hilda Josefina; 1401039357The practice of dance within psychomotor development stimulates specific motor skills, including balance, coordination, and laterality. As a pedagogical strategy, it aligns with the theories of Jean Piaget, Lev Vygotsky, and Jerome Bruner, as this practice involves motor, cognitive, and social domains, fostering the development of essential skills for comprehensive growth and individual and collective learning. This research employs a qualitative and descriptive approach, aiming to determine the importance of dance in strengthening motor coordination in children aged 4 to 5 years. Information was collected from digital sources, using a systematic review sheet as a technique. Fourteen articles were analyzed through the inductive-deductive method, and the data were organized and categorized using comparative tables. The results show that dance, when implemented as a teaching strategy, significantly contributes to improving children's motor skills, including balance, spatial orientation, lateralization, and postural control. Furthermore, it fosters socio-emotional growth, creativity, and self-expression through rhythmic and expressive movements. It is concluded that dance should not be considered merely as a recreational activity, but as a valuable pedagogical tool for stimulating children's holistic growth. Finally, as a contribution of this research, a pedagogical proposal was design for 5-year-old children to promote the development of motor coordination.Ítem Acceso Abierto Estrategias lúdicas para el desarrollo de la inteligencia emocional en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Pérez Rocano, Karen Julissa; Trelles Astudillo, Hilda Josefina; 0150383024This research aims to describe how playful strategies contribute to the development of emotional intelligence in children aged 4 to 5 years. At this stage, emotions play a key role in character formation, socialization, and the child's overall well-being. In this context, playful strategies constitute a fundamental pedagogical tool; as play enables children to identify, express, and regulate their emotions and develop empathy and social skills. The study follows a qualitative, documentary, and bibliographic approach, based on the analysis of secondary sources attained from digital repositories. Information was collected by reviewing articles on playful strategies and emotional intelligence in children under 6 years old, found in digital repositories such as Google Scholar, SciELO, and Redalyc. The analysis focused on role-playing games, storytelling, artistic activities, cooperative activities, relaxation, and dramatization. The contributions from various studies demonstrate that playful activities have a positive impact on emotional self-regulation, self-esteem, group interaction, and conflict-resolution skills. It is also evident that the active participation of teachers and parents is crucial in supporting the child's emotional development. As a final product, a pedagogical proposal titled "Small Emotions, Big Learnings" was designed. It includes 10 structured playful activities adapted to the developmental level and real-world context of children. In conclusion, playful strategies are an effective means to strengthen the development of emotional intelligence.Ítem Acceso Abierto El uso de la tecnología para fomentar la lectura en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Ortiz Serrano, Ivette Estefania; Curay Banegas, Edgar Rigoberto; 0107357410This research aimed to "determine the contributions of using technology to promote reading in children aged 4 to 5 years, through the analysis of recent studies, in order to generate an educational intervention proposal." The study followed a qualitative, descriptive approach with a non-experimental design, based on the review and analysis of current bibliographic sources. The results show that incorporating technological resources such as educational video games, interactive platforms (LEO, Liveworksheets), digital books, augmented reality, and gamification tools, contributes significantly to the development of reading habits. These tools allow for personalized learning, stimulate various sensory channels, and improve children's motivation towards reading. Likewise, common problems were identified, such as difficulties in pronunciation, auditory discrimination, short-term verbal memory, and fine motor coordination. In light of these findings, an educational intervention proposal was developed using platforms like Wordwall, Educaplay, and the game "Learn to Read with Grin," structured into two modules with activities focused on vowels, syllables, and simple words. It is concluded that the strategic use of technology, along with appropriate methodologies and trained teachers, can positively transform the reading process in early childhood, provided that equitable access to resources and pedagogical support is ensured.Ítem Acceso Abierto Los juegos sensoriales para el desarrollo cognitivo en los niño de 4 a 5 años(Universidad Católica de Cuenca., 2025) Jiménez Vicente , Keyko Janeth; Curay Banegas, Edgar Rigoberto; 1150367637During observations made in early educational centers in the city of Cuenca, difficulties in attention, following instructions, and logical thinking were identified in children. Although didactical resources were available, traditional activities do not sufficiently motivate children or favor their comprehensive development. In this context, sensory games are presented as an effective pedagogical strategy to naturally and playfully stimulate the basic cognitive functions. This research aims to determine the contribution of sensory games in the cognitive development of children aged 4 to 5 years. The study used a qualitative approach with descriptive scope, based on a systematic review of academic sources on the subject under study, published within the last five years. Techniques such as the index card method and the organization of an information matrix were used to determine categories of analysis. The results show that sensory games strengthen cognitive areas, including attention, memory, perception, reasoning, and language, thereby promoting meaningful and multisensory learning. Additionally, the main cognitive issues at this stage were identified, underscoring the importance of early detection and intervention. Finally, a pedagogical proposal is designed based on structured sensorial games adapted to the children’s developmental level, which proved effective in enhancing their cognitive development. In summary, sensory games are a fundamental tool for improving learning and the active participation of children in their educational environment.Ítem Acceso Abierto El juego cooperativo para el desarrollo de la autonomía en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Marín Piña , Rosa Marilyn; Curay Banegas, Edgar Rigoberto; 1400882302This research focuses on cooperative games as a fundamental strategy to promote autonomy in children aged 4 to 5 years, a crucial stage for children’s comprehensive development. The main objective was “To determine the importance of cooperative games in the development of autonomy in children aged 4 to 5 years.” Autonomy is understood as the capacity of children to make decisions, solve problems, and act independently in their environment. To achieve this purpose, a qualitative, descriptive, and bibliographic study was conducted, employing both deductive and inductive methods to analyze and synthesize relevant information. The research included a systematic literature review of academic databases from the Catholic University of Cuenca, with a special emphasis on indexed journals such as SciELO and Redalyc, among other recognized sources. The results show that cooperative games not only foster the development of cognitive, emotional, and social skills but also enhance essential competencies, including self-regulation, teamwork, and empathy. Based on these findings, an educational proposal that incorporates cooperative play activities aimed at stimulating autonomy from a participatory and inclusive approach was designed, promoting integration and respect among children. In conclusion, cooperative games are consolidated as an effective pedagogical tool that, when systematically integrated into the teaching-learning process of early education, contributes significantly to the formation of independent, confident, empathetic children capable of actively participating in their social environment.Ítem Acceso Abierto Juego simbólico en el desarrollo de habilidades sociales en niños de 4 a 5 años(Universidad Católica de Cuenca., 2025) Fajardo Reinoso , Cecibel Abigail; Curay Banegas, Edgar Rigoberto; 0107127425This research aims to determine the contributions of symbolic play to the development of social skills in children aged 4 to 5 years, through the analysis of recent research, in order to generate an educational intervention proposal. The research follows a qualitative approach, is descriptive in nature, and relies on a literature review. A deductive-inductive method was used in its development, analyzing scientific articles and documents obtained from digital databases of the Catholic University of Cuenca, including SciELO, Redalyc, Scopus, Taylor & Francis, and Dialnet, among others. The search was conducted using keywords and applying inclusion and exclusion criteria based on factors such as time frame, reliability, and validity. The results revealed that symbolic play is an essential and multifaceted catalyst for enhancing skills such as communication, cooperation, empathy, problem-solving, and resilience. Additionally, an educational intervention proposal was developed to promote the development of social skills in children aged 4 to 5 years through symbolic play. This proposal was validated by expert judgment, with the collaboration of three qualified professionals. The research confirms that symbolic play has a fundamental role in the development of social skills in children aged 4 to 5 years. The findings from the rigorous review of recent scientific sources show that symbolic play not only fosters the development of social skills but also contributes to the child's holistic development.Ítem Acceso Abierto La equinoterapia para desarrollar la psicomotricidad en niños de inicial con síndrome de Down(Universidad Católica de Cuenca., 2024) Pacheco Pozo, María Paula; Trelles Astudillo, Hilda Josefina; 0302501895Children with Down Syndrome face significant difficulties and challenges in the area of psychomotor skills; low muscle tone or hypotonia is characteristic of this condition. They have limited resistance to stretching, and their muscles are usually flaccid, affecting coordination and motor control. This research aims to evaluate the impact of equine therapy on the psychomotor development of 4-5-year-old children with Down Syndrome. Equine therapy takes advantage of the natural qualities of horses and is used in treating people with disabilities. This technique provides dynamic support, enabling individuals to coordinate and control their movements, improving their physical, emotional, and cognitive development. Equine therapy and psychomotor skills are intrinsically related since both therapeutic interventions aim to enhance the overall development of children with Down syndrome. The information for this study was gathered from digital databases of the Catholic University of Cuenca and platforms such as Google Academic, Redalyc, and SciELO. The research reviewed on this topic shows that equine therapy favors progress in psychomotor development by strengthening the human-animal bond. The findings indicate that equine therapy significantly improves in gait, movement, balance, coordination, and muscle tone while enhancing emotional development and self-esteem in children with Down Syndrome. This comprehensive therapy effectively addresses key aspects of gross and fine motor skills, benefiting the psychomotor development of these children.Ítem Acceso Abierto La musicoterapia para desarrollar las habilidades cominicativas de los niños con trastorno del espectro autista(Universidad Católica de Cuenca., 2024) Cajas Nivelo , María Elena; Álvarez Galeano, Manuel Felipe; 0105852578The present literature review aims to identify the importance of music therapy for developing communication skills in children with Autism Spectrum Disorder (ASD). A qualitative methodology was chosen, along with an analysis of articles related to these variables, which are available in the digital repositories of the Catholic University of Cuenca. The comparison made leads to the conclusion that music is an ideal strategy to stimulate communication skills, considering that music and emotional language transcend verbal and cognitive barriers, enabling children with ASD to express and understand their feelings in a more accessible and meaningful way. It is recognized that music therapy aids in the identification, expression, and regulation of each emotion and skill linked to communication, as well as in fostering empathy and understanding others’ emotions. It was determined that this artistic language energizes rhythm, melody, and structure, as children can capture and maintain attention in a way that facilitates their learning and appropriate cognitive development, as well as speech production, grammatical construction, and non-verbal communication.Ítem Acceso Abierto "La música como favorecedora de habilidades cognitivas en niños de educación inicial"(Universidad Católica de Cuenca., 2024) Loayza Ponce, Bryan Eduardo; Curay Banegas, Edgar Rigoberto; 0150538593Early education is crucial for children's cognitive, emotional, and social development, and music plays a vital role in this process. This research aims to determine the importance of music as a promoter of cognitive skills in Early Education children. The research is characterized by having a qualitative approach through the analysis of literature reviews. Information were managed from the digital database of the Catholic University of Cuenca, such as SciELO, Redalyc, and Scopus, among others, in which pertinent and updated information was collected on the variables under study, like music and cognitive skills. The results indicate that music education significantly improves preschool children's memory, attention, problem-solving, language development, creativity, and motor skills. International and national studies allow to identify and deeply analyze the most effective pedagogical strategies to integrate music, and explain the contribution of musical activities in the development of fundamental cognitive skills, such as memory, concentration, and problem-solving in children at this educational level. It shows that regular participation in musical activities has a positive impact on children's cognitive development. The lack of resources and teacher training are barriers to overcome to maximize these benefits. The research concludes that integrating music into the early education curriculum is essential for the integral development of children, providing a solid foundation for high-quality educational policies and programs.Ítem Acceso Abierto Ambientes de aprendizaje en ciencias para el desarrollo del pensamiento científico en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Buestán Tenecora, Marcela Soledad; Serrano de Moreno, María Stella; 0106373848Scientific thinking in early education constitutes a fundamental pillar in the integral development of children since it stimulates the capacity for observation, experimentation, and the formulation of hypotheses. The study's objective is to determine the contribution of the experiences provided by science learning environments for developing scientific thinking in early education children. The research elaborated a documentary and bibliographic analysis using a qualitative approach and descriptive scope to review the study problem systematically. The results showed that learning environments with scientific experiences that emphasize the child's activity in front of elements of nature, related to observation, discovery, pattern following, experimentation, inquiry, and problem-solving, offer significant contributions to developing his scientific thinking. It concludes with the need to create, from the initial level, learning environments rich in experiences that involve children in science activities as training alternatives for thinking and creativity. A pedagogical intervention proposal called "Fun scientific experiments for discovery" is suggested, aimed at 4-5-year-old children to enhance their scientific thinking further.Ítem Acceso Abierto La dactilopintura, estrategia para estimular la atención en niños de preescolar con déficit atencional.(Universidad Católica de Cuenca., 2024) Santos Guamán, Evelyn Nathaly; Trelles Astudillo, Hilda Josefina; 0106007636Preschool children with attention deficit have special learning needs that affect their daily development and performance. They have difficulty focusing on specific tasks, which impacts their learning. On the other hand, finger painting is an effective strategy that supports the development of attention, improves concentration, encourages creativity, and enhances fine motor skills. The research objective was to determine the contributions of research on finger painting to improving focus in preschool children with attention deficit. This research uses a qualitative-bibliographic approach because it delves into the analysis, interpretation, and synthesis of bibliographic sources, offering a deep understanding of the effects of finger painting on children with attention deficit. The inductive-deductive method was applied, providing a structured framework to explore and explain the relationship between finger painting and improved attention in preschool children. The information was obtained by reviewing and analyzing articles from scientific journals available in the digital databases of the Catholic University of Cuenca on the platforms SciELO, Redalyc, and Google Scholar. As a result, finger painting promotes the development of attentional skills. The methodologies for applying finger painting vary from observational studies to controlled trials, including plans that combine painting with play, guided painting programs for children, and pedagogical proposals for working on attention stimulation.Ítem Acceso Abierto Estimulación temprana para el desarrollo psicomotriz en niños de 0 a 3 años(Universidad Católica de Cuenca., 2024) Santos Guamán, Sthefany Katherine; Salinas Salinas, Diego Armando; 0107007644This research paper addresses early stimulation for psychomotor development in children aged 0 to 3 years. It considers that psychomotor development occurs during early childhood, where every interaction and experience significantly influences future outcomes. However, the absence of opportunities to access early stimulation programs and the lack of activities that promote psychomotor skills can lead to difficulties in developing psychomotor abilities such as coordination and concentration. Thus, ensuring psychomotor development is essential for the well-being of infants, improving their daily lives, learning processes, and social relations. Therefore, through a literature review, this study aims to determine the contributions of early stimulation for psychomotor development in children and to develop a guide of activities for developing psychomotor skills in children from 0 to 3 years old. This study employs a qualitative-bibliographic approach, using an inductive-deductive method to explore and deeply understand the aspects of early stimulation and psychomotor development. Through this approach, the information obtained from the digital databases of the Catholic University of Cuenca, such as Google Scholar, SciELO, and Redalyc, is analyzed and synthesized. In conclusion, early stimulation during early childhood is crucial for their integral development, improving gross and fine motor skills, coordination and balance and preparing them for success in various areas of their lives.Ítem Acceso Abierto La expresión plástica como estrategia didáctica de dinamización de la psicomotricidad en la educación inicial.(Universidad Católica de Cuenca., 2024) Ramos Brito, Jorge Luis; Álvarez Galeano, Manuel Felipe; 0104743455Plastic expression is a strategy in which infants learn and acquire different skills through play and body movement, and helps the development of psychomotor skills. Therefore, a bibliographic analysis of research is conducted with an inductive-deductive methodological design through a qualitative and quantitative approach, including a description of plastic expression as a didactic dynamization strategy of psychomotor skills in early education. It is intended to achieve the objective of analyzing how education in plastic arts can potentiate psychomotor skills in early education, thus, solving this problem. Consequently, a comparison of some studies with criteria of relevance and applicability was made to serve as a basis for the didactic design, through the systematization and identification of potentiality to converge in the planning proposed by the third objective. This study leads to the conclusion that the study variables enhance various skills in the different scenarios of interaction of the child; likewise, the importance of the contact of children with the materials is observed, together with the appropriation of the techniques and the exercise of the expression of emotions, inventiveness. and perspective on their own world.Ítem Acceso Abierto Estrategias lúdicas para fomentar la conciencia ambiental en niños de educación inicial(Universidad Católica de Cuenca., 2024) Juela Clavijo, Camila Nicole; Crespo Crespo, Walter Benigno; 0150389708Playful strategies in childhood promote learning through play and activities that generate meaningful learning. These activities can be integrated to strengthen environmental awareness, allowing children to understand, appreciate, respect, and protect nature. The problem addressed in the study is the limited exposure of children to their natural environment. They spend little time exploring plants, landscapes, and animals due to technology. It is an important concern that 25% of children rarely go outside, and only a quarter visit natural environments. The study's general objective is to determine how playful strategies in early education contribute to promoting environmental awareness in children. The study was conducted qualitatively, with a descriptive scope through a bibliographic review. The results demonstrate that recreational strategies such as planting trees, creating gardens, going to the park, and using stories can significantly promote environmental awareness in children, allowing them to develop a deeper understanding of the natural environment and promoting responsible behavior towards it. It is concluded that when applied appropriately, recreational strategies positively impact children's environmental awareness, promoting learning and connections with nature.Ítem Acceso Abierto Los títeres como estrategia para desarrollar la expresión oral en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Quintuña Jarama, Christian Adrian; Matute Guzman, Carmen Viviana; 0107154932This research examines the use of strategies to develop oral expression through puppets, a tool that is seldom used by early education teachers, affecting verbal expression and, in turn, school performance. Therefore, the general objective is to determine the impact generated by using puppets as an effective strategy for developing oral expression in early childhood education. The methodology used is a descriptive qualitative approach based on a documentary bibliographic analysis to theoretically describe the study’s objective. The results indicate that puppets are an integral tool for development, improving communication and language, fostering creativity and imagination, emotional and social development, active participation, promoting inclusion and diversity, and facilitating the learning of abstract concepts. Thus, it is concluded that this strategy requires easy implementation and is adaptable to different educational contexts and needs.Ítem Acceso Abierto Tecnologías aumentativas y alternativas para el desarrollo de habilidades comunicativas en niños con autismo de preescolar(Universidad Católica de Cuenca., 2024) Ugarte Niola, Iris Mell; Matute Guzman, Carmen Viviana; 0750751232This research addresses the issue of communication difficulties in children with Autism Spectrum Disorder (ASD), which affects their academic performance and participation in educational settings. This study aims to evaluate the impact of Augmentative and Alternative (AAC) technologies on the development of communication skills in this population. The methodology is based on a qualitative approach, using inductive-deductive methods for data collection and analysis. A literature review was conducted, selecting relevant studies published between 2020 and 2024, with 11 articles analyzed. The study population includes preschool-aged children at high risk for ASD, with sample sizes ranging from 3 to 66 participants. The main results indicate that 77.8% of the studies analyzed used experimental designs, with AAC being the most common strategy. It was reported that 80% of the children showed significant interest in AAC resources, suggesting an improvement in their linguistic and social development. However, 60% of teachers acknowledged their lack of knowledge about AAC, which limits its effective implementation. In conclusion, the study highlights the importance of implementing AAC tools to improve communication in children with ASD while stressing the need to train teachers in their use to maximize the positive impact on learning and social integration of these children.Ítem Acceso Abierto El teatro como estrategia pedagógica para mejorar la comunicación en niños de educación inicial con síndrome de Down.(Universidad Católica de Cuenca., 2024) Campoverde Flores, Jhuliana Lissette; Trelles Astudillo, Hilda Josefina; 1105750093Down syndrome is a genetic disorder that has physical and learning consequences. The area most affected in these children is attention; they have difficulty focusing on tasks that require concentration and inhibiting distracting stimuli such as environmental noise and receiving multiple instructions or orders simultaneously. With this difficulty, theater works positively as a pedagogical strategy to promote interaction and spontaneous communication. This research aims to determine the main findings of previous research on theater as a pedagogical strategy to improve communication in early childhood education of children with Down syndrome. This study adopts a qualitative-bibliographic approach by analyzing and describing theater as a strategy to improve communication in children with Down syndrome. Information was collected from various digital sources. The inclusion criteria were articles that specifically addressed theater and communication in children with Down syndrome, published in 2018. Articles not addressing the above topic and were published before 2018 were excluded. As a significant result, it was evidenced that children with Down syndrome improved their communication after participating in theater sessions; this strategy also favored the recovery of self-confidence within their family environment. In conclusion, theater enhances communication in children with Down syndrome.Ítem Acceso Abierto El juego como estrategia didáctica para el desarrollo lógico matemático en niños de educación inicial.(Universidad Católica de Cuenca., 2024) Valdiviezo Torres, Carlos Andrés; Curay Banegas, Edgar Rigoberto; 0107146177In early childhood education, play is an invaluable resource. From this perspective, this research aims to determine the effectiveness of play as a didactic strategy for logical-mathematical development in young children. The research explores how ludic activities can improve skills such as spatial reasoning, pattern recognition, and mathematical problem-solving. This study is characterized by a qualitative approach based on literature review analysis. Information was gathered from the digital database of the Catholic University of Cuenca, including SciELO, Redalyc, RRAAE, and Scopus, which provided relevant and up-to-date information on the variables under study. The results reflect the benefits of play, and the challenges associated with implementing ludic methodologies. In conclusion, play is a highly effective didactic strategy that not only improves children's logical-mathematical skills but also supports their social and emotional development. However, to maximize its benefits, addressing challenges related to resource limitations, resistance to methodological change, and the need for teacher training is essential. The structured integration of play into the educational curriculum and the adaptation of activities to different learning styles and paces are crucial for promoting comprehensive and meaningful development in early childhood education.Ítem Acceso Abierto “El juego como estrategia metodológica para el manejo de la agresividad en niños de 4 años’’(Universidad Católica de Cuenca., 2024) Rivas Zambrano, Pamela Belén; Curay Banegas, Edgar Rigoberto; 0150043206In education, play is highly useful, functioning as a methodological strategy that promotes the acquisition of significant learning, facilitates the child's integral development, and allows for guiding their behavior and managing aggression properly. This study aims to determine the incidence of play as a methodological strategy for managing aggression in 4-year-old children. A mixed-method approach was implemented, with a pre- experimental descriptive, correlational, and cross-sectional type design. An inductive- deductive methodology and the card indexing technique were employed. The population comprised 19 4-year-old children. For diagnosing levels of aggression, the Cuello and Oros Aggression Scale from 2012 was used, which has a Cronbach's alpha of 0.9. The processing and interpretation of results were conducted utilizing descriptive and inferential statistics. Regarding the results, a direct and significant relationship was found between play as a methodological strategy and aggression in 4-year-old children, with a Pearson correlation index of 0.86, indicating a high relationship. In conclusion, it can be stated that the goal determined in the research was accomplished, and a clear relationship between the two variables under study was evidenced. After implementing the pedagogical intervention proposal, a decrease in children's aggressive behavior was observed.Ítem Acceso Abierto Recursos didácticos sostenibles para el desarrollo de la conciencia ecológica en preescolar(Universidad Católica de Cuenca., 2024) Barros Jara, Grace Diane; Álvarez Galeano, Manuel Felipe; 0105701569This research explores sustainable teaching resources to cultivate environmental awareness at the preschool stage. A qualitative and non-experimental approach was adopted, using a deductive-inductive methodology to collect and analyze relevant information from digital repositories. The results highlight the importance of resources with solid pedagogical foundations that promote multisensory experiences, varied didactic strategies, technological integration, and community participation to develop environmental awareness. In addition, it is emphasized that the formation of this awareness depends on exposure to nature, family and social interactions, behavioral development, and personal growth. Based on these findings, a teaching guide was designed with eight structured sessions that include objectives, procedures, resources, time frames, responsibilities, and an evaluation tool for educators to monitorprogress in developing environmental awareness in children
