FAMILIAS DISFUNCIONALES Y SU INCIDENCIA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DE LOS ESTUDIANTES DEL PRIMER AÑO DE EDUCACIÓN GENERAL BÁSICA PARALELO G DE LA UNIDAD EDUCATIVA LA MANA DEL CANTÓN LA MANA
| dc.contributor.advisor | Navia Alava, Jaime Gerardo | |
| dc.contributor.author | Acurio Valencia, Delia Fernanda | |
| dc.date.accessioned | 2025-05-07T19:31:31Z | |
| dc.date.available | 2025-05-07T19:31:31Z | |
| dc.date.issued | 2024 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18270 | |
| dc.description | In education, family participation is essential. Parents must play the role of counselors for their children, strengthening their knowledge through educational activities. However, the various difficulties that arise in the family environment today can restrict children's learning. The objective of this study is to analyze dysfunctional families and their impact on the teaching-learning process of students in the First Year of General Basic Education Parallel G of the La Mana Educational Unit of the La Mana Canton. To do so, a qualitative approach is used; the methods used have been inductive-deductive, logical-historical and analysis- synthesis. This scientific article is based on a documentary review. The survey carried out on teachers, parents and students of the educational institution reveals significant concerns about the impact of dysfunctional families on the academic performance and emotional well- being of students. The results show a description of theoretical concepts related to the generalities of learning, learning skills and the role of the family in early education, as well as an analysis of the characteristics, types, dimensions and subdimensions of dysfunctional families. In conclusion, the conflicts typical of dysfunctional families prevent children from consolidating knowledge, sharing experiences and developing learning skills. | es_ES |
| dc.description | In education, family participation is essential. Parents must play the role of counselors for their children, strengthening their knowledge through educational activities. However, the various difficulties that arise in the family environment today can restrict children's learning. The objective of this study is to analyze dysfunctional families and their impact on the teaching-learning process of students in the First Year of General Basic Education Parallel G of the La Mana Educational Unit of the La Mana Canton. To do so, a qualitative approach is used; the methods used have been inductive-deductive, logical-historical and analysis- synthesis. This scientific article is based on a documentary review. The survey carried out on teachers, parents and students of the educational institution reveals significant concerns about the impact of dysfunctional families on the academic performance and emotional well- being of students. The results show a description of theoretical concepts related to the generalities of learning, learning skills and the role of the family in early education, as well as an analysis of the characteristics, types, dimensions and subdimensions of dysfunctional families. In conclusion, the conflicts typical of dysfunctional families prevent children from consolidating knowledge, sharing experiences and developing learning skills. | es_ES |
| dc.description.abstract | En la educación, la participación de la familia es fundamental. Los padres deben desempeñar la función de orientadores para sus hijos, fortaleciendo sus conocimientos a través de actividades educativas. Sin embargo, las diversas dificultades que se presentan en el entorno familiar hoy en día pueden restringir el aprendizaje de los niños. El objetivo de este estudio es analizar a familias disfuncionales y su incidencia en el proceso de enseñanza aprendizaje de los estudiantes del Primer Año de Educación General Básica Paralelo G de la Unidad Educativa La Mana Del Cantón La Mana. Para ello, se utiliza un enfoque cualitativo; los métodos empleados han sido inductivo-deductivo, lógico-histórico y análisis-síntesis. Este artículo científico se basa en una revisión documental. Los resultados muestran una descripción de conceptos teóricos relacionados con las generalidades del aprendizaje, habilidades de aprendizaje y el papel de la familia en la educación inicial, así como un análisis sobre las características, tipos, dimensiones y subdimensiones de las familias disfuncionales. En conclusión, los conflictos típicos de las familias disfuncionales impiden que los niños consoliden conocimientos, compartan experiencias y desarrollen habilidades de aprendizaje. | es_ES |
| dc.format.extent | 148 P | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | Quevedo | es_ES |
| dc.rights | Attribution-NonCommercial-NoDerivs 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/us/ | * |
| dc.subject | Familia | es_ES |
| dc.subject | Disfunción familiar | es_ES |
| dc.subject | Rendimiento escolar | es_ES |
| dc.subject | Tipos de familias disfuncionales | es_ES |
| dc.title | FAMILIAS DISFUNCIONALES Y SU INCIDENCIA EN EL PROCESO DE ENSEÑANZA APRENDIZAJE DE LOS ESTUDIANTES DEL PRIMER AÑO DE EDUCACIÓN GENERAL BÁSICA PARALELO G DE LA UNIDAD EDUCATIVA LA MANA DEL CANTÓN LA MANA | es_ES |
| dc.type | bachelorThesis | es_ES |
Files in this item
This item appears in the following Collection(s)
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 United States