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Estrategias afectivas para la inclusión en los niños de Educación Inicial II
| dc.contributor.advisor | Camacho Abril, Patricia Elizabeth | |
| dc.contributor.author | Avegno Posligua, Rosemary Jennifer | |
| dc.contributor.author | Fuentes Soriano, Iveth Madelein | |
| dc.date.accessioned | 2024-04-25T17:42:03Z | |
| dc.date.available | 2024-04-25T17:42:03Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16314 | |
| dc.description | The study focused on evaluating the affective strategies implemented in Early Childhood Education II of the Abdón Calderón Muñoz Educational Unit, with the objective of strengthening the inclusion of children and improving the teaching-learning process. The research arose in response to the need to address the emotional complexities that influence the educational experience of children from an early age. The methodology adopted was mixed, combining qualitative and quantitative approaches to capture the diversity of perceptions and experiences. Surveys, interviews, direct observations, and documentary analysis were used to collect data on the effectiveness of affective strategies in children's inclusion. Preliminary results suggested that affective strategies played a significant role in improving the educational environment and children's participation. Increased collaboration among students was observed, as well as an increased sense of belonging and positive emotional expression. The findings highlighted the importance of designing personalized affective strategies that were effectively integrated into the school curriculum. In addition, they emphasized the need for more training for teachers in the use of these strategies and the importance of the active participation of parents in the educational process. | es_ES |
| dc.description | The study focused on evaluating the affective strategies implemented in Early Childhood Education II of the Abdón Calderón Muñoz Educational Unit, with the objective of strengthening the inclusion of children and improving the teaching-learning process. The research arose in response to the need to address the emotional complexities that influence the educational experience of children from an early age. The methodology adopted was mixed, combining qualitative and quantitative approaches to capture the diversity of perceptions and experiences. Surveys, interviews, direct observations, and documentary analysis were used to collect data on the effectiveness of affective strategies in children's inclusion. Preliminary results suggested that affective strategies played a significant role in improving the educational environment and children's participation. Increased collaboration among students was observed, as well as an increased sense of belonging and positive emotional expression. The findings highlighted the importance of designing personalized affective strategies that were effectively integrated into the school curriculum. In addition, they emphasized the need for more training for teachers in the use of these strategies and the importance of the active participation of parents in the educational process. | es_ES |
| dc.description.abstract | El estudio se centró en evaluar las estrategias afectivas implementadas en la Educación Inicial II de la Unidad Educativa Abdón Calderón Muñoz, con el objetivo de fortalecer la inclusión de los niños y mejorar el proceso de enseñanza-aprendizaje. La investigación surgió en respuesta a la necesidad de abordar las complejidades emocionales que influyen en la experiencia educativa de los niños desde una edad temprana. La metodología adoptada fue mixta, combinando enfoques cualitativos y cuantitativos para capturar la diversidad de percepciones y experiencias. Se utilizaron encuestas, entrevistas, observaciones directas y análisis documental para recopilar datos sobre la efectividad de las estrategias afectivas en la inclusión de los niños. Los resultados preliminares sugirieron que las estrategias afectivas desempeñaban un papel significativo en la mejora del ambiente educativo y la participación de los niños. Se observó una mayor colaboración entre los estudiantes, así como un aumento en el sentido de pertenencia y la expresión emocional positiva. Las conclusiones destacaron la importancia de diseñar estrategias afectivas personalizadas que se integraran de manera efectiva en el currículo escolar. Además, subrayaron la necesidad de una mayor capacitación para los docentes en el uso de estas estrategias y la importancia de la participación activa de los padres en el proceso educativo. | 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 | Educación Inicial II | es_ES |
| dc.subject | Enseñanza-aprendizaje | es_ES |
| dc.subject | Estrategias afectivas | es_ES |
| dc.subject | Inclusión | es_ES |
| dc.title | Estrategias afectivas para la inclusión en los niños de Educación Inicial II | es_ES |
| dc.type | bachelorThesis | es_ES |
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