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Desarrollo del lenguaje y su impacto en la lecto-escritura en los niños de inicial 1 de la Unidad Educativa Carlos Coello Icaza
| dc.contributor.advisor | Camacho Abril, Patricia | |
| dc.contributor.author | Alarcón Naranjo, Silema | |
| dc.date.accessioned | 2023-12-07T16:36:39Z | |
| dc.date.available | 2023-12-07T16:36:39Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15494 | |
| dc.description | The present case study was carried out in the Carlos Coello Icaza Educational Unit of the Vinces canton, its objective was to evaluate the development of language and its impact on reading and writing in children of Initial 1. The methodology used consists of a non-experimental design of cross-sectional, an explanatory, descriptive and documentary, survey technique and interview with their respective instruments, which were directed to an investigation of 35 infants and an initial teacher 1. The results were that the majority of students do not have a language According to their age, children are sometimes able to participate in short conversations, infants sometimes describe the images they see, parents consider language important for the development of children, the teacher uses different strategies such as reading, games, songs, among others. As conclusions, language development in preschool children plays a fundamental role for the acquisition of literacy skills. Language development in children has certain weaknesses such as difficulty describing images, writing clearly, repeating phrases or sentences. The literacy techniques used by the teacher consist of reading books, conversations, games, the use of songs and images, riddles and rhymes. As recommendations, that initial teachers carry out periodic evaluations to identify the abilities and weaknesses of each child in language development, use of visual and auditory resources most of the time. | es_ES |
| dc.description | The present case study was carried out in the Carlos Coello Icaza Educational Unit of the Vinces canton, its objective was to evaluate the development of language and its impact on reading and writing in children of Initial 1. The methodology used consists of a non-experimental design of cross-sectional, an explanatory, descriptive and documentary, survey technique and interview with their respective instruments, which were directed to an investigation of 35 infants and an initial teacher 1. The results were that the majority of students do not have a language According to their age, children are sometimes able to participate in short conversations, infants sometimes describe the images they see, parents consider language important for the development of children, the teacher uses different strategies such as reading, games, songs, among others. As conclusions, language development in preschool children plays a fundamental role for the acquisition of literacy skills. Language development in children has certain weaknesses such as difficulty describing images, writing clearly, repeating phrases or sentences. The literacy techniques used by the teacher consist of reading books, conversations, games, the use of songs and images, riddles and rhymes. As recommendations, that initial teachers carry out periodic evaluations to identify the abilities and weaknesses of each child in language development, use of visual and auditory resources most of the time. | es_ES |
| dc.description.abstract | El presente estudio de caso se realizó en Unidad Educativa Carlos Coello Icaza del cantón Vinces, tuvo como objetivo evaluar el desarrollo del lenguaje y su impacto en la lecto-escritura en los niños de Inicial 1.La metodología empleada consistió en un diseño no experimental de corte transversal, una investigación explicativa, descriptiva y documental; mientras que las técnica fueron la encuesta y entrevista con sus respectivos instrumentos, los cuales fueron dirigidos a una muestra de 35 infantes y una docente. Los resultados de la investigación demuestran que la mayoría de estudiantes no posee un lenguaje acorde a su edad, los niños pocas veces son capaces de participar en conversaciones cortas, describir las imágenes que observa. Por otra parte, los padres consideran importante el lenguaje para el desarrollo de los niños y se identificó que la docente emplea diferentes estrategias como lecturas, juegos, canciones, entre otras. Como conclusiones, se manifiesta que el desarrollo del lenguaje en niños de inicial desempeña un papel fundamental para la adquisición de habilidades de lectoescritura; sin embargo, existen dificultades para describir imágenes, escribir de forma clara, repetir frases u oraciones. Otra de las técnicas de lectoescritura que emplea la docente son: lectura de libros, conversaciones, juegos, uso de canciones e imágenes, adivinanzas y rimas. Como recomendaciones se establece que los docentes de inicial tienen que realizar evaluaciones periódicas para identificar las habilidades y debilidades de cada niño en el desarrollo del lenguaje, uso de recursos visuales y auditivos la mayor parte del tiempo. | es_ES |
| dc.format.extent | 43 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | 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 | Lenguaje | es_ES |
| dc.subject | Desarrollo de lenguaje | es_ES |
| dc.subject | Lectoescritura y técnicas de lectoescritura | es_ES |
| dc.title | Desarrollo del lenguaje y su impacto en la lecto-escritura en los niños de inicial 1 de la Unidad Educativa Carlos Coello Icaza | es_ES |
| dc.type | bachelorThesis | es_ES |
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