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Estrategias didácticas que favorezcan la enseñanza de la lectoescritura en niñas y niños del segundo nivel de educación inicial con trastornos de déficit de atención
| dc.contributor.advisor | Hernandez Jara, Peggy Veronica | |
| dc.contributor.author | Avila Monserrate, Karla Xeomara | |
| dc.contributor.author | Vinces Estupiñan, Vivian Mariam | |
| dc.date.accessioned | 2022-06-27T21:52:29Z | |
| dc.date.available | 2022-06-27T21:52:29Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/12155 | |
| dc.description | In the present research, the didactic strategies that favor the teaching of reading and writing in children of the second level of initial education with ADD were addressed as a theme, having as main objective to make a manual of strategies for which a descriptive, inductive and deductive methodology was used, by means of a type of applied research, In a quantitative framework with the application of surveys, which allowed to know that the students, in spite of being mostly participative, in their young age continue making graphic mistakes in the way of holding the pencil, that the teachers use traditionalist techniques in the teaching-learning process, causing monotony in the children. In addition, the educational institution does not evaluate or perform a pre-test to determine whether or not the students have ADD, which would allow their timely detection and in this way carry out a coordinated work with teachers for the development of appropriate teaching strategies, which is why it is necessary that the institution changes the pre-evaluation of new students during the interview with legal representatives and that teachers are trained for the development of appropriate teaching strategies for children with ADD, improving their learning in an inclusive and normalized way. | es_ES |
| dc.description | In the present research, the didactic strategies that favor the teaching of reading and writing in children of the second level of initial education with ADD were addressed as a theme, having as main objective to make a manual of strategies for which a descriptive, inductive and deductive methodology was used, by means of a type of applied research, In a quantitative framework with the application of surveys, which allowed to know that the students, in spite of being mostly participative, in their young age continue making graphic mistakes in the way of holding the pencil, that the teachers use traditionalist techniques in the teaching-learning process, causing monotony in the children. In addition, the educational institution does not evaluate or perform a pre-test to determine whether or not the students have ADD, which would allow their timely detection and in this way carry out a coordinated work with teachers for the development of appropriate teaching strategies, which is why it is necessary that the institution changes the pre-evaluation of new students during the interview with legal representatives and that teachers are trained for the development of appropriate teaching strategies for children with ADD, improving their learning in an inclusive and normalized way. | es_ES |
| dc.description.abstract | En la presente investigación se abordó como temática las estrategias didácticas que favorezcan la enseñanza de la lectoescritura en niñas/os del segundo nivel de educación inicial con TDA, teniendo como objetivo principal el realizar un manual de estrategias para lo cual se empleo una metodología descriptiva, inductiva y deductiva, mediante un tipo de investigación aplicada, en una marco cuantitativo con la aplicaicón de encuestas, lo que permitió conocer que los estudiantes a pesar de ser en la mayoría participativos, en su corta edad continúan cometiendo errores gráficos en la forma de sujetar el lápiz, que los docentes emplean técnicas tradicionalistas en el proceso de enseñanza aprendizaje, ocasionando una monotonía en los niños/as. Además la Institución educativa no evalúa, ni realiza un pre test para conocer si los estudiantes tienen o no TDA lo que permitirá su detección oportuna y de esta forma realizar un trabajo coordinado con los docentes para la elaboración de las estrategias adecuadas para la enseñanza, razón por lo cual es necesario que la Institución cambie la preevaluación de los nuevos estudiantes durante la entrevista a los representantes legales y que se capacite a los docentes para la elaboración de estrategias de enseñanza adecuadas para niños/as con TDA mejorando su aprendizaje de forma inclusiva y normalizada. | es_ES |
| dc.format.extent | 22 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2022 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Trastorno por déficit de atención | es_ES |
| dc.subject | Lectoescritura | es_ES |
| dc.subject | Enseñanza | es_ES |
| dc.subject | Aprendizaje | es_ES |
| dc.subject | Estrategias didácticas | es_ES |
| dc.title | Estrategias didácticas que favorezcan la enseñanza de la lectoescritura en niñas y niños del segundo nivel de educación inicial con trastornos de déficit de atención | es_ES |
| dc.type | bachelorThesis | es_ES |
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