Motricidad fina y su influencia en la disgrafia en niños y niñas de 4 a 5 años de la unidad educativa Francisco Huerta Rendon, Babahoyo, 2021.
| dc.contributor.advisor | Guevara, Gladys | |
| dc.contributor.author | Castillo Guerrero, Roxana Fabiola | |
| dc.date.accessioned | 2021-11-25T18:59:56Z | |
| dc.date.available | 2021-11-25T18:59:56Z | |
| dc.date.issued | 2021 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/10742 | |
| dc.description | The present study is aimed at improving the learning process of children with dysgraphia through the use of didactic strategies, since dysgraphia is a specific learning disorder that makes writing difficult, both in its layout and in its spelling, and It can occur due to various factors including; It is a learning difficulty that is often manifested in classrooms, therefore, the teacher is required to be prepared to be able to take responsibility from his educational practice, the search for adequate mechanisms or tools to be able to help students that present this difficulty. The research has confirmed that students present dysgarphy, which is temporary and must be overcome through follow-up and pedagogical support. The case study is framed in proposing didactic strategies, has a theoretical and pedagogical support so that teachers know the importance of using motor activities to strengthen the learning process in children with and without dysgraphia, make an early detection of difficulties to intervene immediately. Educators must take these situations into account and propose alternatives for students to achieve good learning and writing development. In conclusion, the teacher must select different strategies that will allow him to respond flexibly to those needs presented by children with dysgraphia problems; with the purpose of progressively improving the development of their motor skills and their writing skills, making it clear that the final motor skills significantly influences the dysgraphia of children aged 4 to 5 years. | es_ES |
| dc.description | The present study is aimed at improving the learning process of children with dysgraphia through the use of didactic strategies, since dysgraphia is a specific learning disorder that makes writing difficult, both in its layout and in its spelling, and It can occur due to various factors including; It is a learning difficulty that is often manifested in classrooms, therefore, the teacher is required to be prepared to be able to take responsibility from his educational practice, the search for adequate mechanisms or tools to be able to help students that present this difficulty. The research has confirmed that students present dysgarphy, which is temporary and must be overcome through follow-up and pedagogical support. The case study is framed in proposing didactic strategies, has a theoretical and pedagogical support so that teachers know the importance of using motor activities to strengthen the learning process in children with and without dysgraphia, make an early detection of difficulties to intervene immediately. Educators must take these situations into account and propose alternatives for students to achieve good learning and writing development. In conclusion, the teacher must select different strategies that will allow him to respond flexibly to those needs presented by children with dysgraphia problems; with the purpose of progressively improving the development of their motor skills and their writing skills, making it clear that the final motor skills significantly influences the dysgraphia of children aged 4 to 5 years. | es_ES |
| dc.description.abstract | El presente estudio está orientado a mejorar el proceso de aprendizaje de los niños con disgrafía a través de la utilización de estrategias didácticas, ya que la disgrafía es un trastorno específico del aprendizaje que dificulta la escritura, tanto en su trazado como en su grafía, y puede presentarse por diversos factores entre ellos; es una dificultad de aprendizaje que se manifiesta a menudo en las aulas de clase, por lo tanto, se requiere que el docente esté preparado para poder asumir con responsabilidad desde su práctica educativa, la búsqueda de mecanismos o herramientas adecuadas para poder ayudar a los estudiantes que presentan esta dificultad. La investigación ha permitido confirmar que los estudiantes presentan disgarfía, la misma que es temporal y debe ser superado mediante el seguimiento y apoyo pedagógico. El estudio de caso está enmarcado en proponer estrategias didácticas, cuenta con un soporte teórico y pedagógico para que los docentes conozcan de la importancia de emplear actividades motrices para fortalecer el proceso de aprendizaje en niños con y sin disgrafia, realicen una detección temprana de las dificultades para intervenir de manera inmediata. Los educadores deben tomar en cuenta estas situaciones y proponer alternativas para que los educandos logren un buen aprendizaje y desarrollo de la escritura. En conclusión, el docente debe seleccionar diferentes estrategias que le permitan responder de manera flexible aquellas necesidades que presenten los niños con problemas de disgrafía; con la finalidad de mejorar de manera progresiva el desarrollo de su motricidad y sus habilidades de escritura, dejando en claro que la motricidad fina influye significativamente en la disgrafia de niños de 4 a 5 años. | es_ES |
| dc.format.extent | 25 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2021 | 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 | Motricidad fina | es_ES |
| dc.subject | Disgrafia | es_ES |
| dc.subject | Habilidades de escritura | es_ES |
| dc.subject | Estrategias | es_ES |
| dc.title | Motricidad fina y su influencia en la disgrafia en niños y niñas de 4 a 5 años de la unidad educativa Francisco Huerta Rendon, Babahoyo, 2021. | es_ES |
| dc.type | bachelorThesis | es_ES |
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