Actividades lúdicas y su impacto en el aprendizaje cognitivo en los niños de Inicial II
| dc.contributor.advisor | Díaz Chong, Enrique de Jesus | |
| dc.contributor.author | Alvarado Rodríguez, Jenifer Solange | |
| dc.contributor.author | Vecilla Cedeño, Selena Lizeth | |
| dc.date.accessioned | 2025-05-21T16:14:55Z | |
| dc.date.available | 2025-05-21T16:14:55Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18372 | |
| dc.description | This research focused on analyzing the positive impact of games on cognitive learning in children, since games are not used to learn and thus rediscover knowledge. The methodology used was mixed with a descriptive approach and the method used was synthetic analytical, which allowed the problem of study to be broken down into its constituent parts and then integrated into a holistic analysis. The data set consisted of a sample of 30 children aged 4 to 5 years and a teacher. Structured observation in the classroom was used to analyze the behavior and attention level of children in class, as well as interviews with teachers to understand their perceptions of teaching strategies. The results obtained from this study show that the use of recreational activities within a formative process increases knowledge retention, motivation and active participation of school students. There is no doubt that educational games promote the development of fundamental cognitive skills such as memory, problem solving, logical thinking, as well as the development of creativity and teamwork, contributing to comprehensive and long-lasting learning. The systematic implementation of playful activities constitutes an effective pedagogical strategy to enhance cognitive learning in early education, because children learn better if they do it by playing, since they learn by doing it themselves. | es_ES |
| dc.description | This research focused on analyzing the positive impact of games on cognitive learning in children, since games are not used to learn and thus rediscover knowledge. The methodology used was mixed with a descriptive approach and the method used was synthetic analytical, which allowed the problem of study to be broken down into its constituent parts and then integrated into a holistic analysis. The data set consisted of a sample of 30 children aged 4 to 5 years and a teacher. Structured observation in the classroom was used to analyze the behavior and attention level of children in class, as well as interviews with teachers to understand their perceptions of teaching strategies. The results obtained from this study show that the use of recreational activities within a formative process increases knowledge retention, motivation and active participation of school students. There is no doubt that educational games promote the development of fundamental cognitive skills such as memory, problem solving, logical thinking, as well as the development of creativity and teamwork, contributing to comprehensive and long-lasting learning. The systematic implementation of playful activities constitutes an effective pedagogical strategy to enhance cognitive learning in early education, because children learn better if they do it by playing, since they learn by doing it themselves. | es_ES |
| dc.description.abstract | Esta investigación se enfocó en analizar el impacto positivo de los juegos en el aprendizaje cognoscitivo de los infantes, debido a que no se aplican los juegos para aprender y de esta manera redescubrir el conocimiento. La metodología utilizada fue mixta con enfoque descriptivo y el método utilizado fue analítico sintético, permitió desmembrar el problema de estudio en sus partes constitutivas para luego integrarlas en un análisis holístico. El conjunto de datos estuvo conformado por una muestra de 30 niños de 4 a 5 años y un docente. Se empleó la observación estructurada en el aula para el análisis del comportamiento y el nivel de atención de los niños a la clase, así como entrevistas a los docentes para comprender sus percepciones sobre las estrategias de enseñanza. Los resultados obtenidos de este estudio muestran que el uso de actividades recreativas dentro de un proceso formativo aumenta la retención de conocimiento, motivación y participación activa de los-alumnos escolares. Es indudable que los juegos educativos favorecen el desarrollo de habilidades cognitivas fundamentales tales como la memoria, la resolución de problemas, el pensamiento lógico, así como el desarrollo de la creatividad y el trabajo en equipo aportando a un aprendizaje integral y duradero. Con la la implementación sistemática de actividades lúdicas que se constituyen en una estrategia pedagógica efectiva para potenciar el aprendizaje cognitivo en educación inicial, debido a que los niños aprenden mejor si lo hacen jugando, ya que se logran aprender haciéndolo por sí mismos. | es_ES |
| dc.format.extent | 53 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2025 | 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 | Actividades lúdicas | es_ES |
| dc.subject | Aprendizaje cognitivo | es_ES |
| dc.subject | Desarrollo infantil | es_ES |
| dc.subject | Estrategias pedagógicas | es_ES |
| dc.title | Actividades lúdicas y su impacto en el aprendizaje cognitivo en los niños de Inicial II | es_ES |
| dc.type | bachelorThesis | es_ES |
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