dc.contributor.advisor | Andaluz Zúñiga, Juana Victoria | |
dc.contributor.author | Cruz Carriel, Damaris Gabriela | |
dc.date.accessioned | 2023-12-06T21:03:19Z | |
dc.date.available | 2023-12-06T21:03:19Z | |
dc.date.issued | 2023 | |
dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15482 | |
dc.description | The case study was carried out at the 20 de Enero School, with the objective of determining phonological awareness and its impact on language development in 4-year- old children of Initial Education. The applied methodology consisted of a non- experimental design, quantitative field and documentary research approach; In addition to the interview technique and direct observation with their respective instruments, which were directed to a sample of 34 infants and 2 teachers. The results were: one of the teachers does not have clear knowledge about what phonological awareness consists of. There is no formal planning of activities or strategies where each of the actions that promote the child's phonological awareness are established, since the most used activity is children's songs or rhymes. Most children were able to reproduce vowel sounds, separate the sounds of a word into two or three phonemes, but not accurately, and recall familiar words. In conclusion, phonological awareness is an essential skill in the language development of children in the initial stage of their education because it allows them to recognize and manipulate the individual sounds that make up words, such as syllables and phonemes. Phonological awareness encourages proper pronunciation and listening comprehension, thus contributing to the comprehensive development of language and communication in preschool children. | es_ES |
dc.description | The case study was carried out at the 20 de Enero School, with the objective of determining phonological awareness and its impact on language development in 4-year- old children of Initial Education. The applied methodology consisted of a non- experimental design, quantitative field and documentary research approach; In addition to the interview technique and direct observation with their respective instruments, which were directed to a sample of 34 infants and 2 teachers. The results were: one of the teachers does not have clear knowledge about what phonological awareness consists of. There is no formal planning of activities or strategies where each of the actions that promote the child's phonological awareness are established, since the most used activity is children's songs or rhymes. Most children were able to reproduce vowel sounds, separate the sounds of a word into two or three phonemes, but not accurately, and recall familiar words. In conclusion, phonological awareness is an essential skill in the language development of children in the initial stage of their education because it allows them to recognize and manipulate the individual sounds that make up words, such as syllables and phonemes. Phonological awareness encourages proper pronunciation and listening comprehension, thus contributing to the comprehensive development of language and communication in preschool children. | es_ES |
dc.description.abstract | El estudio de caso se realizó en la Escuela 20 de Enero, con el objetivo de determinar la conciencia fonológica y su impacto en el desarrollo del lenguaje en los niños de 4 años de Educación Inicial. La metodología aplicada consistió en un diseño no experimental, enfoque cuantitativo investigación de campo y documental; además de la técnica de la entrevista y observación directa con sus respectivos instrumentos, los cuales fueron dirigidos a una muestra de 34 infantes y 2 docentes. Los resultados fueron: uno de los docentes no posee un conocimiento claro sobre lo que consiste la conciencia fonológica. No existe una planificación de actividades o estrategias de manera formal donde se establezcan cada una de las acciones que fomenten la conciencia fonológica del niño, puesto que la actividad de mayor utilización son las canciones infantiles o rimas. La mayoría de los niños sí pudieron reproducir los sonidos de las vocales, separar los sonidos de una palabra en dos o tres fonemas, pero no de manera precisa y evocar palabras conocidas. Como conclusiones, la conciencia fonológica es una habilidad esencial en el desarrollo del lenguaje de los niños en la etapa inicial de su educación porque permite reconocer y manipular los sonidos individuales que componen las palabras, como las sílabas y los fonemas.La conciencia fonológica fomenta la pronunciación adecuada y la comprensión auditiva, contribuyendo así al desarrollo integral del lenguaje y la comunicación en los niños en edad preescolar. | es_ES |
dc.format.extent | 40 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 | Conciencia fonológica | es_ES |
dc.subject | Desarrollo del lenguaje | es_ES |
dc.subject | Lenguaje | es_ES |
dc.subject | Importancia y niveles de conciencia fonológica | es_ES |
dc.title | Conciencia fonológica y su impacto en el desarrollo del lenguaje en los niños de 4 años de educación inicial de la Escuela 20 de Enero | es_ES |
dc.type | bachelorThesis | es_ES |