Juego y su impacto en los niños con trastorno de déficit de atención e hiperactivo en los niños de Educación Inicial II
| dc.contributor.advisor | Ochoa Mendieta, Maira Amarilis | |
| dc.contributor.author | Gamarra Santana, Ginger Daniela | |
| dc.contributor.author | Muñoz Cedeño, Alisson Danely | |
| dc.date.accessioned | 2025-05-21T20:03:21Z | |
| dc.date.available | 2025-05-21T20:03:21Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18388 | |
| dc.description | This study analyzed the impact of play on the development of attention and control skills in children with attention deficit hyperactivity disorder in the Initial Education Level II at the San José Elementary School, located in the city of Babahoyo. The research was developed under an applied, descriptive and field approach, with the purpose of understanding how activities improved the capacity for self-regulation and attention in children with this disorder. It was identified that children with attention deficit hyperactivity disorder had significant difficulties in attention control and behavior regulation, which affected their academic performance and social interactions. However, the institution did not implement strategies based on play to address these needs, which limited the opportunities for effective intervention. The sample consisted of 15 intentionally selected students and their responsible teachers. For data collection, interviews and observations were used, which allowed analyzing changes in behavior after the application of pedagogical strategies based on play. The results showed improvements in sustained attention and concentration capacity of children with attention deficit hyperactivity disorder. Furthermore, the game had a positive impact on the development of socio-emotional skills, such as empathy, impulse control and cooperation. It was concluded that the game is an effective pedagogical tool to meet the needs of these children, improving their social interactions and academic performance. | es_ES |
| dc.description | This study analyzed the impact of play on the development of attention and control skills in children with attention deficit hyperactivity disorder in the Initial Education Level II at the San José Elementary School, located in the city of Babahoyo. The research was developed under an applied, descriptive and field approach, with the purpose of understanding how activities improved the capacity for self-regulation and attention in children with this disorder. It was identified that children with attention deficit hyperactivity disorder had significant difficulties in attention control and behavior regulation, which affected their academic performance and social interactions. However, the institution did not implement strategies based on play to address these needs, which limited the opportunities for effective intervention. The sample consisted of 15 intentionally selected students and their responsible teachers. For data collection, interviews and observations were used, which allowed analyzing changes in behavior after the application of pedagogical strategies based on play. The results showed improvements in sustained attention and concentration capacity of children with attention deficit hyperactivity disorder. Furthermore, the game had a positive impact on the development of socio-emotional skills, such as empathy, impulse control and cooperation. It was concluded that the game is an effective pedagogical tool to meet the needs of these children, improving their social interactions and academic performance. | es_ES |
| dc.description.abstract | El presente estudio analizó el impacto del juego en el desarrollo de habilidades de atención y control en niños con Trastorno por Déficit de Atención e Hiperactividad del nivel de Educación Inicial II en la Escuela de Educación Básica San José, ubicada en la ciudad de Babahoyo. La investigación se desarrolló bajo un enfoque de aplicación, descriptivo y de campo, con el propósito de comprender cómo las actividades mejoraron la capacidad de autorregulación y atención en niños con este trastorno. Se identificó que los niños con trastorno por déficit de atención e hiperactividad presentaban dificultades significativas en el control de la atención y la regulación del comportamiento, lo que afectaba su desempeño académico y sus interacciones sociales. Sin embargo, en la institución no se implementaban estrategias basadas en el juego para atender estas necesidades, lo que limitaba las oportunidades de intervención efectiva. La muestra estuvo conformada por 15 estudiantes seleccionados de manera intencional y sus docentes responsables. Para la recolección de datos, se emplearon entrevistas y observaciones, lo que permitió analizar cambios en el comportamiento tras la aplicación de estrategias pedagógicas basadas en el juego. Los resultados evidenciaron mejoras en la atención sostenida y la capacidad de concentración de los niños con trastorno por déficit de atención e hiperactividad. Asimismo, el juego impactó positivamente en el desarrollo de habilidades socioemocionales, como la empatía, el control de impulsos y la cooperación. Se concluyó que el juego constituye una herramienta eficaz para las necesidades de estos niños, mejorando sus interacciones y rendimiento. | es_ES |
| dc.format.extent | 79 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 | Juego | es_ES |
| dc.subject | Trastorn | es_ES |
| dc.subject | Atención | es_ES |
| dc.subject | Autorregulación | es_ES |
| dc.title | Juego y su impacto en los niños con trastorno de déficit de atención e hiperactivo en los niños de Educación Inicial II | es_ES |
| dc.type | bachelorThesis | es_ES |
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