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Estrategias didácticas para el desarrollo de habilidades socioemocionales en niños de 3 a 5 años
dc.contributor.advisor | Ávila Rodríguez, Esmerido Evaristo | |
dc.contributor.author | Aucancela Quiñonez, Yamilex Anai | |
dc.contributor.author | García Quiñonez, Nayely Elizabeth | |
dc.date.accessioned | 2024-04-25T17:16:03Z | |
dc.date.available | 2024-04-25T17:16:03Z | |
dc.date.issued | 2024 | |
dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16313 | |
dc.description | This research project aims to analyze the impact of didactic strategies on the development of socioemotional skills in children aged 3 to 5 at the Francisco Huerta Rendón Educational Unit. With specific objectives covering the description of strategies, the diagnosis of socioemotional development, and the evaluation of the impact of strategies on meaningful learning, the research focuses on a qualitative approach and a non-experimental design, centered on the observation and description of phenomena in their natural environment. The study population includes 8 teachers and 170 students, with a selected sample of 3 teachers and 30 students from initial education II using non-probabilistic sampling. The descriptive methodology focuses on the analysis of real facts, proposing solutions to identified problems, and using direct observation as a data collection method. The conclusions highlight the importance of continuous training for educators in didactic strategies for socioemotional development. The need to adapt these strategies to the individual needs of each child, implement continuous evaluation systems, and personalize educational activities is emphasized. The recommendations underscore the effectiveness of didactic strategies focused on socioemotional development and the importance of continuous diagnosis to design educational interventions tailored to the individual needs of children. | es_ES |
dc.description | This research project aims to analyze the impact of didactic strategies on the development of socioemotional skills in children aged 3 to 5 at the Francisco Huerta Rendón Educational Unit. With specific objectives covering the description of strategies, the diagnosis of socioemotional development, and the evaluation of the impact of strategies on meaningful learning, the research focuses on a qualitative approach and a non-experimental design, centered on the observation and description of phenomena in their natural environment. The study population includes 8 teachers and 170 students, with a selected sample of 3 teachers and 30 students from initial education II using non-probabilistic sampling. The descriptive methodology focuses on the analysis of real facts, proposing solutions to identified problems, and using direct observation as a data collection method. The conclusions highlight the importance of continuous training for educators in didactic strategies for socioemotional development. The need to adapt these strategies to the individual needs of each child, implement continuous evaluation systems, and personalize educational activities is emphasized. The recommendations underscore the effectiveness of didactic strategies focused on socioemotional development and the importance of continuous diagnosis to design educational interventions tailored to the individual needs of children. | es_ES |
dc.description.abstract | Este proyecto de investigación tiene como objetivo principal analizar el impacto de estrategias didácticas en el desarrollo de habilidades socioemocionales en niños de 3 a 5 años en la Unidad Educativa Francisco Huerta Rendón. Con objetivos específicos que abarcan la descripción de las estrategias, el diagnóstico del desarrollo socioemocional y la evaluación de la incidencia de las estrategias en el aprendizaje significativo, la investigación se enfoca en un enfoque cualitativo y un diseño no experimental, centrado en la observación y descripción de fenómenos en su entorno natural. La población de estudio incluye 8 docentes y 170 estudiantes, con una muestra seleccionada de 3 docentes y 30 estudiantes de educación inicial II mediante un muestreo no probabilístico. La metodología descriptiva se centra en el análisis de hechos reales, proponiendo soluciones a problemas identificados y utilizando la observación directa como método de recolección de datos. Las conclusiones destacan la importancia de la capacitación continua de los educadores en estrategias didácticas para el desarrollo socioemocional. Se enfatiza la necesidad de adaptar estas estrategias a las necesidades individuales de cada niño, implementar sistemas de evaluación continua y personalizar las actividades educativas. Las recomendaciones subrayan la efectividad de estrategias didácticas centradas en el desarrollo socioemocional y la importancia del diagnóstico continuo para diseñar intervenciones educativas adaptadas a las necesidades individuales de los niños. | es_ES |
dc.format.extent | 61 p. | es_ES |
dc.language.iso | es | es_ES |
dc.publisher | BABAHOYO: UTB, 2024 | 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 | Didáctica | es_ES |
dc.subject | Estrategias | es_ES |
dc.subject | Habilidades | es_ES |
dc.subject | Regulación emocional | es_ES |
dc.title | Estrategias didácticas para el desarrollo de habilidades socioemocionales en niños de 3 a 5 años | es_ES |
dc.type | bachelorThesis | es_ES |