ESTRATEGIAS LÚDICAS Y SU INCIDENCIA EN EL DESARROLLO COGNITIVO EN NIÑOS DE EDUCACIÓN INICIAL II
| dc.contributor.advisor | Dr. ENRIQUE DÍAZ CHONG PhD | |
| dc.contributor.advisor | Babahoyo | |
| dc.contributor.author | MUÑOZ GARCÍA SANDI ROSALÌA | |
| dc.contributor.author | SELLAN OQUENDO GABRIELA ALEJANDRA | |
| dc.date.accessioned | 2024-10-21T16:05:16Z | |
| dc.date.available | 2024-10-21T16:05:16Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/17594 | |
| dc.description | The current research work shows the importance of playful strategies in the cognitive development of early education II students. These are supported by theoretical foundations on child development from recognized authors such as Piaget, Vygotsky and Bruner. It was evident that some infants have difficulties in their cognitive development, because teachers are not implementing enough recreational activities according to the needs of the students; Therefore, the objective of the research was to determine the recreational strategies and their impact on the cognitive development of students. The study was carried out under a mixed methodology that allows us to know the points of view through surveys, interviews and observation sheets, which were a population of 30 children, 30 parents and 2 a teacher of initial level II, all with the purpose of know the current perspectives and the details of why the game is not being used more extensively as a teaching method at the Initial level. The final results reveal a generally positive perception of parents towards the use of playful strategies in early education. You totally agree that play contributes significantly to the development of your children's logical thinking and that playful strategies are more effective than traditional teaching methods for cognitive development in Early Education. However, some discrepancies are observed between the theoretical assessment of the game and its practical implementation. This gap between theory and practice manifests itself in several aspects. | es_ES |
| dc.description | The current research work shows the importance of playful strategies in the cognitive development of early education II students. These are supported by theoretical foundations on child development from recognized authors such as Piaget, Vygotsky and Bruner. It was evident that some infants have difficulties in their cognitive development, because teachers are not implementing enough recreational activities according to the needs of the students; Therefore, the objective of the research was to determine the recreational strategies and their impact on the cognitive development of students. The study was carried out under a mixed methodology that allows us to know the points of view through surveys, interviews and observation sheets, which were a population of 30 children, 30 parents and 2 a teacher of initial level II, all with the purpose of know the current perspectives and the details of why the game is not being used more extensively as a teaching method at the Initial level. The final results reveal a generally positive perception of parents towards the use of playful strategies in early education. You totally agree that play contributes significantly to the development of your children's logical thinking and that playful strategies are more effective than traditional teaching methods for cognitive development in Early Education. However, some discrepancies are observed between the theoretical assessment of the game and its practical implementation. This gap between theory and practice manifests itself in several aspects. | es_ES |
| dc.description.abstract | El actual trabajo de investigación muestra la importancia que conllevan las estrategias lúdicas en el desarrollo cognitivo de los estudiantes de educación inicial II. Estas están respaldadas por fundamentos teóricos sobre el desarrollo infantil de autores reconocidos como Piaget, Vygotsky y Bruner. Se evidenció que algunos infantes poseen dificultades en su desarrollo cognitivo, debido a que los docentes no están implementando suficientes actividades lúdicas acordes a las necesidades de los estudiantes; por ello, el objetivo de la investigación fue determinar las estrategias lúdicas y su incidencia en el desarrollo cognitivo en los estudiantes. El estudio se ejecutó bajo una metodología mixta que permite conocer los puntos de vista mediante encuestas, entrevistas y ficha de observación los cuales fueron una población de 30 niños, 30 padres de familia y 2 docentes de nivel inicial II, todo con la finalidad de conocer las perspectivas actuales y los detalles de por qué no se está utilizando el juego como método de enseñanza en el nivel Inicial de manera más extensiva. Los resultados finales revelan una percepción generalmente positiva de los padres hacia el uso de estrategias lúdicas en la educación inicial. Está totalmente de acuerdo en que el juego contribuye significativamente al desarrollo del pensamiento lógico de sus hijos y que las estrategias lúdicas son más efectivas que los métodos tradicionales de enseñanza para el desarrollo cognitivo en la Educación Inicial. Sin embargo, se observan algunas discrepancias entre la valoración teórica del juego y su implementación práctica. Esta brecha entre la teoría y la práctica se manifiesta en varios aspectos. | es_ES |
| dc.format.extent | 63 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | Babahoyo | es_ES |
| dc.relation.ispartofseries | TIC-UTB-FCJSE-EINIC-000089; | |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Estrategias lúdicas | es_ES |
| dc.subject | desarrollo cognitivo | es_ES |
| dc.subject | Educación Inicial | es_ES |
| dc.subject.other | EDUCACION Y DESARROLLO | es_ES |
| dc.title | ESTRATEGIAS LÚDICAS Y SU INCIDENCIA EN EL DESARROLLO COGNITIVO EN NIÑOS DE EDUCACIÓN INICIAL II | es_ES |
| dc.type | bachelorThesis | es_ES |
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