Ambientes de aprendizaje en el desarrollo cognitivo de los niños de educación inicial, subnivel 2 de la Unidad Educativa Zapotal
| dc.contributor.advisor | Guevara Alban, Gladys Patricia | |
| dc.contributor.author | Alvarado Contreras, Leydi Dayana | |
| dc.date.accessioned | 2024-01-25T17:34:36Z | |
| dc.date.available | 2024-01-25T17:34:36Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15629 | |
| dc.description | The case study deals with the learning environments and the cognitive development of children in initial education. The objective of the work is to analyze the learning environment in the cognitive development of children in initial education, Sublevel 2 of the Zapotal Educational Unit. The methodology consisted of a mixed approach, descriptive and documentary research, interview and observation technique with their respective instruments, which were addressed to a sample of 35 children and 1 Sublevel 2 initial education teacher. The results were that, a significant percentage of children do not yet have adequate cognitive development, since it is difficult for them to share learning experiences with their peers, participate actively, solve problems and establish differences in images or objects. The teacher has basic knowledge about learning environments, the main drawbacks for an adequate learning environment is the limitation of resources, behavior and motivation of the students, the educator uses different strategies within the environments such as reading, singing or playful activities. As conclusions, the learning environment in initial education children is important for their comprehensive development, since this physical and social space allows infants to interact, explore, acquire skills and knowledge, which are essential for the development of activities in futures. degrees. The cognitive development acquired by children in Sublevel 2 initial education is good, however, in some infants there are important weaknesses because they have not been able to develop certain cognitive abilities. | es_ES |
| dc.description | The case study deals with the learning environments and the cognitive development of children in initial education. The objective of the work is to analyze the learning environment in the cognitive development of children in initial education, Sublevel 2 of the Zapotal Educational Unit. The methodology consisted of a mixed approach, descriptive and documentary research, interview and observation technique with their respective instruments, which were addressed to a sample of 35 children and 1 Sublevel 2 initial education teacher. The results were that, a significant percentage of children do not yet have adequate cognitive development, since it is difficult for them to share learning experiences with their peers, participate actively, solve problems and establish differences in images or objects. The teacher has basic knowledge about learning environments, the main drawbacks for an adequate learning environment is the limitation of resources, behavior and motivation of the students, the educator uses different strategies within the environments such as reading, singing or playful activities. As conclusions, the learning environment in initial education children is important for their comprehensive development, since this physical and social space allows infants to interact, explore, acquire skills and knowledge, which are essential for the development of activities in futures. degrees. The cognitive development acquired by children in Sublevel 2 initial education is good, however, in some infants there are important weaknesses because they have not been able to develop certain cognitive abilities. | es_ES |
| dc.description.abstract | El estudio de caso trata sobre los ambientes de aprendizaje y el desarrollo cognitivo de los niños de educación inicial. El objetivo del trabajo es analizar el ambiente de aprendizaje en el desarrollo cognitivo de los niños de educación inicial, Subnivel 2 de la Unidad Educativa Zapotal. La metodología consistió en un enfoque mixto, investigación descriptiva y documental, técnica de entrevista y observación con sus respectivos instrumentos, los cuales fueron dirigidos a una muestra de 35 niños y 1 docente de educacion inicial Subnivel 2. Los resultados fueron que, un porcentaje significativo de niños aun no tienen un desarrollo cognitivo adecuado, ya que se les dificulta compartir experiencias de aprendizaje con sus compañeros, participar activamente, resolver problemas, y establecer diferencias en las imágenes u objetos. La docente tiene conocimientos básicos sobre los ambientes de aprendizaje, los principales inconvenientes para un adecuado entorno de aprendizaje es la limitación de recursos, comportamiento y motivación de los educandos, la educadora emplea diferentes estrategias dentro de los ambientes como leer, cantar o actividades lúdicas. Como conclusiones, el ambiente de aprendizaje en los niños de educación inicial es importante para su desarrollo integral, puesto que este espacio físico y social permite a los infantes interactuar, explorar, adquirir habilidades y conocimientos, los cuales son fundamentales para desarrollo de actividades en futuros grados. El desarrollo cognitivo adquirido por los niños de educación inicial Subnivel 2 es bueno, sin embargo, en algunos infantes existen debilidades importantes debido a que no han logrado desarrollar ciertas habilidades cognitivas. | es_ES |
| dc.format.extent | 43 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 | Ambiente de aprendizaje | es_ES |
| dc.subject | Desarrollo cognitivo | es_ES |
| dc.subject | Dimensiones del ambiente | es_ES |
| dc.subject | Rol docente en los entornos | es_ES |
| dc.title | Ambientes de aprendizaje en el desarrollo cognitivo de los niños de educación inicial, subnivel 2 de la Unidad Educativa Zapotal | es_ES |
| dc.type | bachelorThesis | es_ES |
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