Estimulación temprana y su incidencia en el desarrollo del lenguaje en niños de Educación Inicial I
| dc.contributor.advisor | Ávila Rodríguez, Esmérido Evaristo | |
| dc.contributor.author | Arriaga Quiñonez, Miren Esther | |
| dc.contributor.author | Estrada Pretendón, Karla Estrada | |
| dc.date.accessioned | 2024-04-25T16:51:21Z | |
| dc.date.available | 2024-04-25T16:51:21Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/16310 | |
| dc.description | The research addresses the lack of early stimulation in the language development of children in Initial Education in the "Urdaneta" Educational Unit during the period from October 2023 to March 2024. A notable difficulty is observed in linguistic development due to the lack prioritization of various physical and mental abilities and skills in children. The general objective is to evaluate the influence of early stimulation on language development in these children. The methodological design adopted corresponds to a feasible project, using documentary, field, and descriptive research. The study subjects are teachers and children, using research techniques such as interviews and observations, and tools such as questionnaires and observation sheets. It is based on theories such as early stimulation, aimed at strengthening cognitive, socio-affective, linguistic, and psychomotor abilities. The importance of early stimulation in linguistic development is analyzed to improve children's verbal structure and fluency, promoting communication and socialization with their peers and environment. The results indicate that 67% of teachers carry out early stimulation activities frequently, while 33% do not. Regarding the linguistic development of children, 50% are at a normal level, 33% at an excellent level and 17% at a low level. It is concluded that early stimulation favors the desire to learn in children, highlighting the importance of teachers using methodologies that promote their comprehensive development. | es_ES |
| dc.description | The research addresses the lack of early stimulation in the language development of children in Initial Education in the "Urdaneta" Educational Unit during the period from October 2023 to March 2024. A notable difficulty is observed in linguistic development due to the lack prioritization of various physical and mental abilities and skills in children. The general objective is to evaluate the influence of early stimulation on language development in these children. The methodological design adopted corresponds to a feasible project, using documentary, field, and descriptive research. The study subjects are teachers and children, using research techniques such as interviews and observations, and tools such as questionnaires and observation sheets. It is based on theories such as early stimulation, aimed at strengthening cognitive, socio-affective, linguistic, and psychomotor abilities. The importance of early stimulation in linguistic development is analyzed to improve children's verbal structure and fluency, promoting communication and socialization with their peers and environment. The results indicate that 67% of teachers carry out early stimulation activities frequently, while 33% do not. Regarding the linguistic development of children, 50% are at a normal level, 33% at an excellent level and 17% at a low level. It is concluded that early stimulation favors the desire to learn in children, highlighting the importance of teachers using methodologies that promote their comprehensive development. | es_ES |
| dc.description.abstract | La investigación aborda la carencia de estimulación temprana en el desarrollo del lenguaje de niños en Educación Inicial en la Unidad Educativa "Urdaneta" durante el periodo de octubre de 2023 a marzo de 2024. Se observa una notable dificultad en el desarrollo lingüístico debido a la falta de priorización en diversas habilidades y destrezas físicas y mentales en los niños. El objetivo general es evaluar la influencia de la estimulación temprana en el desarrollo del lenguaje en estos niños. El diseño metodológico adoptado corresponde a un proyecto factible, utilizando una investigación documental, de campo y descriptiva. Los sujetos de estudio son docentes y niños, empleando técnicas de investigación como entrevistas y observaciones, y herramientas como cuestionarios y fichas de observación. Se fundamenta en teorías como la estimulación temprana, destinada a fortalecer las capacidades cognitivas, socioafectivas, lingüísticas y psicomotrices. Se analiza la importancia de la estimulación temprana en el desarrollo lingüístico para mejorar la estructura y fluidez verbal de los niños, promoviendo la comunicación y socialización con sus pares y entorno. Los resultados indican que el 67% de los maestros realizan actividades de estimulación temprana con frecuencia, mientras que el 33% no lo hace. Respecto al desarrollo lingüístico de los niños, el 50% se encuentra en un nivel normal, el 33% en un nivel excelente y el 17% en un nivel bajo. Se concluye que la estimulación temprana favorece el deseo de aprendizaje en los niños, resaltando la importancia de que los docentes utilicen metodologías que fomenten su desarrollo integral. | es_ES |
| dc.format.extent | 54 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 | Aprendizaje | es_ES |
| dc.subject | Desarrollo del lenguaje | es_ES |
| dc.subject | Destrezas | es_ES |
| dc.subject | Estimulación temprana | es_ES |
| dc.title | Estimulación temprana y su incidencia en el desarrollo del lenguaje en niños de Educación Inicial I | es_ES |
| dc.type | bachelorThesis | es_ES |
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