Trabajo de Integración Curricular – Educación Inicial
http://dspace.utb.edu.ec/handle/49000/13075
2024-03-29T02:16:55ZAmbientes de aprendizajes y su impacto en el desarrollo cognitivo de los niños de subnivel II de la Unidad Educativa Emigdio Esparza Moreno
http://dspace.utb.edu.ec/handle/49000/15474
Ambientes de aprendizajes y su impacto en el desarrollo cognitivo de los niños de subnivel II de la Unidad Educativa Emigdio Esparza Moreno
Torres Llamuca, Gilda Jamilet; Troncoso Vera, Dayana Marilu
Los ambientes de aprendizaje son esenciales para el desarrollo cognitivo de los niños, ya que influyen en cómo perciben, procesan y retienen la información. La educación inicial desempeña un papel crucial en la formación personal de los niños, promoviendo la autoestima y el reconocimiento de sus esfuerzos. Los ambientes de aprendizaje se dividen en cuatro categorías: virtuales, físicos, formales e informales, y cada uno tiene su propio enfoque y beneficios. Jean Piaget y su teoría del desarrollo cognitivo destacan la importancia de la adaptación y la acomodación en la construcción del conocimiento. Los procesos cognitivos involucran la cognición básica y superior, lo que permite a los niños adquirir conocimientos y resolver problemas a medida que se desarrollan. La autorregulación y la asimilación son procesos clave en la construcción del conocimiento. Las etapas del desarrollo cognitivo comprenden la adquisición gradual de nuevas habilidades y conocimientos a medida que los niños crecen. Es importante adaptar la enseñanza según la etapa de desarrollo de los estudiantes para garantizar una comprensión efectiva. En conclusión, es esencial que los docentes reciban capacitación continua en la implementación de ambientes de aprendizaje efectivos. También se recomienda la evaluación periódica de estos ambientes, la colaboración entre padres y docentes, y la adaptación a las necesidades de los estudiantes. Esto contribuirá al desarrollo cognitivo y al aprendizaje efectivo de los niños. Los resultados de una encuesta a docentes reflejan el reconocimiento generalizado de la importancia de los ambientes de aprendizaje, sin embargo, su implementación efectiva plantea desafíos, aunque todos aplican dimensiones para organizar estos ambientes, el material disponible se percibe como insuficiente, además, la falta de formación en esta área subraya la necesidad de desarrollo profesional, por otro lado, la percepción de los padres sobre estos ambientes varía, destacando la importancia de una comunicación más efectiva y colaboración con la institución educativa. En última instancia, el enfoque en el desarrollo cognitivo de los niños es crucial, y la mejora de la formación docente, la evaluación periódica de los ambientes de aprendizaje y la adaptación a las necesidades de los estudiantes contribuirán a un aprendizaje efectivo y al desarrollo cognitivo de los niños.
Learning environments are essential for the cognitive development of children, as they influence how they perceive, process, and retain information. Early education plays a crucial role in children's personal development, promoting self-esteem and recognizing their efforts. Learning environments are divided into four categories: virtual, physical, formal, and informal, each with its own focus and benefits. Jean Piaget and his theory of cognitive development emphasize the importance of adaptation and accommodation in knowledge construction. Cognitive processes involve both basic and higher-order cognition, allowing children to acquire knowledge and solve problems as they develop. Self-regulation and assimilation are key processes in knowledge construction. The stages of cognitive development encompass the gradual acquisition of new skills and knowledge as children grow. It is important to tailor teaching to students' developmental stages to ensure effective understanding. In conclusion, it is essential for teachers to receive ongoing training in the implementation of effective learning environments. Periodic assessment of these environments, collaboration between parents and teachers, and adaptation to students' needs are also recommended. This will contribute to the cognitive development and effective learning of children. The results of a survey of teachers reflect the widespread recognition of the importance of learning environments; however, their effective implementation presents challenges. Although all teachers apply dimensions to organize these environments, the available materials are perceived as insufficient. Furthermore, the lack of training in this area underscores the need for professional development. On the other hand, parents' perceptions of these environments vary, emphasizing the importance of more effective communication and collaboration with the educational institution. Ultimately, the focus on children's cognitive development is crucial, and the improvement of teacher training, regular evaluation of learning environments, and adaptation to students' needs will contribute to effective learning and the cognitive development of children.; Learning environments are essential for the cognitive development of children, as they influence how they perceive, process, and retain information. Early education plays a crucial role in children's personal development, promoting self-esteem and recognizing their efforts. Learning environments are divided into four categories: virtual, physical, formal, and informal, each with its own focus and benefits. Jean Piaget and his theory of cognitive development emphasize the importance of adaptation and accommodation in knowledge construction. Cognitive processes involve both basic and higher-order cognition, allowing children to acquire knowledge and solve problems as they develop. Self-regulation and assimilation are key processes in knowledge construction. The stages of cognitive development encompass the gradual acquisition of new skills and knowledge as children grow. It is important to tailor teaching to students' developmental stages to ensure effective understanding. In conclusion, it is essential for teachers to receive ongoing training in the implementation of effective learning environments. Periodic assessment of these environments, collaboration between parents and teachers, and adaptation to students' needs are also recommended. This will contribute to the cognitive development and effective learning of children. The results of a survey of teachers reflect the widespread recognition of the importance of learning environments; however, their effective implementation presents challenges. Although all teachers apply dimensions to organize these environments, the available materials are perceived as insufficient. Furthermore, the lack of training in this area underscores the need for professional development. On the other hand, parents' perceptions of these environments vary, emphasizing the importance of more effective communication and collaboration with the educational institution. Ultimately, the focus on children's cognitive development is crucial, and the improvement of teacher training, regular evaluation of learning environments, and adaptation to students' needs will contribute to effective learning and the cognitive development of children.
2023-01-01T00:00:00ZDesarrollo de la motricidad fina mediante técnicas grafoplásticas en los niños de 4 años de la Unidad Educativa Francisco Huerta Rendón
http://dspace.utb.edu.ec/handle/49000/15473
Desarrollo de la motricidad fina mediante técnicas grafoplásticas en los niños de 4 años de la Unidad Educativa Francisco Huerta Rendón
Piza Saltos, Damaris Lisbeth; Saltos Salinas, Melanie Scarlet
El presente proyecto de investigación trata sobre el desarrollo de la motricidad fina mediante técnicas grafoplásticas en los niños de 4 años de la Unidad Educativa Francisco Huerta Rendón de la ciudad de Babahoyo. En la institución educativa se ha evidenciado que algunos niños poseen debilidades motrices al desarrollar las actividades académicas; por ello, el objetivo del estudio es determinar el uso de las técnicas grafoplásticas en el desarrollo de la motricidad fina en los niños. La metodología empleada en la investigación se basó en un diseño no experimental, enfoque cualitativo e investigación de campo, documental y descriptiva; así como la técnica de observación con su respectivo instrumento dirigido a una muestra de 40 infantes de 4 años. Entre los resultados que se evidenciaron se encuentran que, los niños y niñas de inicial tienen problemas al momento de realizar actividades con papel y lápiz, porque al efectuar un trazo lo hacen con rigidez (falta de elasticidad y tonicidad de los músculos); además, los preescolares realizan presión palmar al sujetar objetos y los educadores hacen uso limitado de las técnicas grafoplásticas, lo cual dificulta el desarrollo motriz fino. En conclusión, las estrategias pedagógicas deben ser implementadas de manera efectiva para que contribuyan al desarrollo integral de los niños, fortaleciendo sus habilidades motoras finas, fomentando su creatividad y promoviendo su participación activa en el proceso de aprendizaje.
This research project deals with the development of fine motor skills through graphoplastic techniques in 4-year-old children from the Francisco Huerta Rendón Educational Unit in the city of Babahoyo. In the educational institution it has been shown that some children have motor weaknesses when developing academic activities; Therefore, the objective of the study is to determine the use of graphoplastic techniques in the development of fine motor skills in children. The methodology used in the research was based on a non-experimental design, a qualitative approach and field, documentary and descriptive research; as well as the observation technique with its respective instrument addressed to a sample of 40 4-year-old infants. Among the results that were evidenced are that, the initial boys and girls have problems when carrying out activities with paper and pencil, because when making a stroke they do it with rigidity (lack of elasticity and tonicity of the muscles); In addition, preschoolers apply palmar pressure when holding objects and educators make limited use of graphoplastic techniques, which hinders fine motor development. In conclusion, pedagogical strategies must be implemented effectively so that they contribute to the comprehensive development of children, strengthening their fine motor skills, fostering their creativity, and promoting their active participation in the learning process.; This research project deals with the development of fine motor skills through graphoplastic techniques in 4-year-old children from the Francisco Huerta Rendón Educational Unit in the city of Babahoyo. In the educational institution it has been shown that some children have motor weaknesses when developing academic activities; Therefore, the objective of the study is to determine the use of graphoplastic techniques in the development of fine motor skills in children. The methodology used in the research was based on a non-experimental design, a qualitative approach and field, documentary and descriptive research; as well as the observation technique with its respective instrument addressed to a sample of 40 4-year-old infants. Among the results that were evidenced are that, the initial boys and girls have problems when carrying out activities with paper and pencil, because when making a stroke they do it with rigidity (lack of elasticity and tonicity of the muscles); In addition, preschoolers apply palmar pressure when holding objects and educators make limited use of graphoplastic techniques, which hinders fine motor development. In conclusion, pedagogical strategies must be implemented effectively so that they contribute to the comprehensive development of children, strengthening their fine motor skills, fostering their creativity, and promoting their active participation in the learning process.
2023-01-01T00:00:00ZHabilidades lingüísticas y su impacto en la Lecto - Escritura del subnivel 2 del centro de educación inicial María Angélica Idrovo
http://dspace.utb.edu.ec/handle/49000/15472
Habilidades lingüísticas y su impacto en la Lecto - Escritura del subnivel 2 del centro de educación inicial María Angélica Idrovo
Pilaloa Sánchez, Jennifer Tatiana
Las habilidades lingüísticas, son destrezas que deben ser estimuladas a través de la puesta en práctica de estrategias que ayuden al desarrollo significativo del lenguaje hablado y escrito. El presente trabajo de investigación posee como principal objetivo, el análisis de las habilidades lingüísticas y su impacto en la lecto – escritura del subnivel 2 del centro de Educación Inicial “María Angélica Idrovo”, es por tal motivo que, la importancia de dicho trabajo de investigación radica la búsqueda de distintos estudios que permitan el tratamiento de esta problemática. Dentro de este proyecto de investigación se hará uso del diseño de investigación no experimental y un enfoque de investigación cualitativo, así como un alcance explicativo. Por otra parte, se analizó toda la composición respectiva sobre las habilidades lingüísticas y los beneficios que ofrecen al momento del desarrollo de la lecto – escritura, para las cuales se realizaron investigaciones exhaustivas que fueron de gran importancia para dar desarrollo al tema propuesto. Mediante la ficha de observación y las encuestas realizadas, se logró realizar un análisis preciso. Cabe mencionar que, los métodos propuesto para la obtención de dichos datos fueron los métodos de investigación analítico, sintético, histórico, inductivo y deductivo, los cuales nos permitieron evidenciar la deficiencia de dichos procesos dentro del aula de clase, para lo cual se recomienda estimular el desarrollo de estas habilidades en los niños para que tengan éxito en el aprendizaje de la lecto – escritura.
Linguistic skills are skills that must be stimulated through the implementation of strategies that help the significant development of spoken and written language. The main objective of this research work is the analysis of linguistic skills and their impact on reading and writing at sublevel 2 of the “María Angélica Idrovo” Initial Education Center. For this reason, the importance of said research work Research lies in the search for different studies that allow the treatment of this problem. Within this research project, non-experimental research design and a qualitative research approach will be used, as well as an explanatory scope. On the other hand, the entire respective composition was analyzed on linguistic skills and the benefits they offer at the time of the development of reading and writing, for which exhaustive research was carried out that was of great importance in developing the proposed topic. Through the observation sheet and the surveys carried out, a precise analysis was achieved. It is worth mentioning that the methods proposed to obtain said data were analytical, synthetic, historical, inductive and deductive research methods, which allowed us to demonstrate the deficiency of said processes within the classroom, for which it is recommended to stimulate . the development of these skills in children so that they are successful in learning to read and write.; Linguistic skills are skills that must be stimulated through the implementation of strategies that help the significant development of spoken and written language. The main objective of this research work is the analysis of linguistic skills and their impact on reading and writing at sublevel 2 of the “María Angélica Idrovo” Initial Education Center. For this reason, the importance of said research work Research lies in the search for different studies that allow the treatment of this problem. Within this research project, non-experimental research design and a qualitative research approach will be used, as well as an explanatory scope. On the other hand, the entire respective composition was analyzed on linguistic skills and the benefits they offer at the time of the development of reading and writing, for which exhaustive research was carried out that was of great importance in developing the proposed topic. Through the observation sheet and the surveys carried out, a precise analysis was achieved. It is worth mentioning that the methods proposed to obtain said data were analytical, synthetic, historical, inductive and deductive research methods, which allowed us to demonstrate the deficiency of said processes within the classroom, for which it is recommended to stimulate . the development of these skills in children so that they are successful in learning to read and write.
2023-01-01T00:00:00ZJuegos pedagógicos y su influencia en el desarrollo socio afectivo en los niños de cuatro años de educación inicial de la Unidad Educativa Francisco Huerta Rendón
http://dspace.utb.edu.ec/handle/49000/15471
Juegos pedagógicos y su influencia en el desarrollo socio afectivo en los niños de cuatro años de educación inicial de la Unidad Educativa Francisco Huerta Rendón
Peñafiel Jaramillo, Jennifer Lilibeth; Zambrano Montecel, Mayerli Alejandra
Los juegos pedagógicos tienen un impacto significativo en el desarrollo socio afectivo de los niños en etapa prescolar, por tanto, es de mucha importancia analizar esta temática. Estas actividades no solo favorecen el aprendizaje académico, sino también promueven habilidades sociales, emocionales y comunicativas. A través de la interacción con sus pares en actividades lúdicas, los niños aprenden a trabajar en equipo, a compartir y resolver conflictos pacíficamente. Los juegos brindan un espacio seguro para expresar emociones y desarrollar empatía hacia los demás. El estudio se realizó en la Unidad Educativa "Francisco Huerta Rendón". El objetivo fue determinar la influencia de los juegos pedagógicos en el desarrollo socio afectivo. La metodología fue la siguiente: enfoque cualitativo, diseño no experimental, alcance descriptivo y correlacional. Los métodos empleados fueron analítico, sintético, inductivo, deductivo e histórico. La muestra que se utilizó corresponde a 28 niños y 3 docentes.
Pedagogical games have a significant impact on the socio-affective development of preschool children, therefore, it is very important to analyze this topic. These activities not only favor academic learning, but also promote social, emotional and communicative skills. Through interaction with their peers in play activities, children learn to work as a team, share and resolve conflicts peacefully. The games provide a safe space to express emotions and develop empathy for others. The study was conducted at the "Francisco Huerta Rendon" Educational Unit. The objective is to determine the influence of pedagogical games on socio-affective development. The methodology is the following: qualitative approach, non-experimental design, descriptive and correlational scope. The methods used are: analytical, synthetic, inductive, deductive and historical. The sample used corresponds to 28 students and 3 teachers.; Pedagogical games have a significant impact on the socio-affective development of preschool children, therefore, it is very important to analyze this topic. These activities not only favor academic learning, but also promote social, emotional and communicative skills. Through interaction with their peers in play activities, children learn to work as a team, share and resolve conflicts peacefully. The games provide a safe space to express emotions and develop empathy for others. The study was conducted at the "Francisco Huerta Rendon" Educational Unit. The objective is to determine the influence of pedagogical games on socio-affective development. The methodology is the following: qualitative approach, non-experimental design, descriptive and correlational scope. The methods used are: analytical, synthetic, inductive, deductive and historical. The sample used corresponds to 28 students and 3 teachers.
2023-01-01T00:00:00Z