Inclusión educativa y su influencia en el desarrollo socio afectivo en los niños del subnivel 2 de la Unidad Educativa Francisco Huerta Rendón
| dc.contributor.advisor | Camacho Abril, Patricia Elizabeth | |
| dc.contributor.author | Medrano Suárez, Joicy Nayely | |
| dc.date.accessioned | 2023-12-04T17:01:24Z | |
| dc.date.available | 2023-12-04T17:01:24Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15469 | |
| dc.description | Within this research project we will try to demonstrate the influence that educational inclusion has on the socio-affective development of infants, since it seeks to maintain a balance between the educational relationships that can be created within the classroom. For this reason, it was evident that, in the “Francisco Huerta Rendón” Educational Unit, highlighting sublevel 2, parents, as well as teachers, do not have knowledge about how important the development of good educational inclusion is for the optimal daily development of infants. Therefore, it is proposed that training be given for teachers and, in turn, for parents, since this way they will know how to help them in their academic development together with other children, because this is where children will create their own knowledge and develop their emotions. It should be noted that, within this research work, descriptive, documentary, exploratory and field research will be used, in addition to a mixed research approach, which will give us a deeper perspective of the problem. Finally, the mixed research design and the deductive and inductive methods are present. That is why, as a final product of this research carried out at sublevel 2 of said aforementioned institution, the lack of a sense of inclusion in the classroom on the part of the children was verified, which does not allow their socio-affective development. Therefore, activities are needed that contribute to this development, since it will be a fundamental part of the child's future life. | es_ES |
| dc.description | Within this research project we will try to demonstrate the influence that educational inclusion has on the socio-affective development of infants, since it seeks to maintain a balance between the educational relationships that can be created within the classroom. For this reason, it was evident that, in the “Francisco Huerta Rendón” Educational Unit, highlighting sublevel 2, parents, as well as teachers, do not have knowledge about how important the development of good educational inclusion is for the optimal daily development of infants. Therefore, it is proposed that training be given for teachers and, in turn, for parents, since this way they will know how to help them in their academic development together with other children, because this is where children will create their own knowledge and develop their emotions. It should be noted that, within this research work, descriptive, documentary, exploratory and field research will be used, in addition to a mixed research approach, which will give us a deeper perspective of the problem. Finally, the mixed research design and the deductive and inductive methods are present. That is why, as a final product of this research carried out at sublevel 2 of said aforementioned institution, the lack of a sense of inclusion in the classroom on the part of the children was verified, which does not allow their socio-affective development. Therefore, activities are needed that contribute to this development, since it will be a fundamental part of the child's future life. | es_ES |
| dc.description.abstract | Dentro de este proyecto de investigación se tratará de demostrar la influencia que posee la inclusión educativa en el desarrollo socio afectivo de los infantes, ya que los que busca es mantener un equilibrio entre las relaciones educativas que se pueden crear dentro del aula de clase. Por tal motivo, se pudo evidenciar que, en la Unidad Educativa “Francisco Huerta Rendón”, resaltando el subnivel 2, los padres de familia al igual que los docentes, no poseen conocimientos acerca de cuán importante es el desarrollo de una buena inclusión educativa para el óptimo desenvolvimiento cotidiano de los infantes. Por ende, se propone que se den capacitaciones para los docentes y a su vez, para los padres de familia, ya que así ellos sabrán cómo ayudarlos en su desenvolvimiento académico en conjunto con los demás infantes, debido a que es aquí donde los niños crearán sus propios conocimientos y desarrollarán sus emociones. Cabe resaltar que, dentro de este trabajo de investigación, se utilizara lo que es la investigación descriptiva, documental, exploratoria y de campo, además de un enfoque de investigación mixto, el cual nos dará una perspectiva más profunda de la problemática. Por último, se hace presente el diseño de investigación mixto y los métodos deductivo e inductivo. Es por eso que, como producto final de esta investigación efectuada al subnivel 2 de dicha institución antes mencionada, se comprobó la falta del sentido de inclusión en el aula por parte de los niños lo cual no permite el desarrollo socio afectivo de estos. Por lo tanto, se necesitan de actividades que aporten a este desarrollo, ya que será parte fundamental en la vida futura del niño. | es_ES |
| dc.format.extent | 70 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 | Inclusión educativa | es_ES |
| dc.subject | Equilibrio | es_ES |
| dc.subject | Desenvolvimiento académico | es_ES |
| dc.title | Inclusión educativa y su influencia en el desarrollo socio afectivo en los niños del subnivel 2 de la Unidad Educativa Francisco Huerta Rendón | es_ES |
| dc.type | bachelorThesis | es_ES |
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