Circuitos lúdicos para el desarrollo de la psicomotricidad de niños de 4 años
| dc.contributor.advisor | Alvarez Gutierrez, Marcela Leonor | |
| dc.contributor.author | García Moran, Genesis Milena | |
| dc.contributor.author | Peñafiel Carrasco, Zaida Roxely | |
| dc.date.accessioned | 2025-05-22T14:54:25Z | |
| dc.date.available | 2025-05-22T14:54:25Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18390 | |
| dc.description | Psychomotor development in 4-year-old children is important for their comprehensive development, as it encompasses motor, cognitive, and social skills. At the Juan E. Verdesoto Elementary School in Babahoyo, low psychomotor development was identified in children in sublevel II, evidenced by difficulties in carrying out activities such as running, jumping, maintaining balance, and manipulating small objects. These limitations affect their ability to fully participate in group activities, hinder their socialization, and generate frustration at not being able to perform tasks appropriate for their age. The research aimed to analyze the influence of play circuits on the development of psychomotor skills in 4-year-old children during the 2024-2025 school year. The methodology used was descriptive, with a non-experimental design and a qualitative approach, using techniques such as observations of 4-year-old children, interviews with the teacher and surveys with parents, with which the play circuits and their components and the psychomotor skills and deficiencies of the children were analyzed in detail, obtaining as a result the identification of the teacher's class dynamics and the level of psychomotor development of the children. It was concluded that the use of play circuits in the class contributes significantly to the psychomotor development of 4-year-old children at the Juan E. Verdesoto Basic Education School since they allow the stimulation of both gross and fine motor skills. | es_ES |
| dc.description | Psychomotor development in 4-year-old children is important for their comprehensive development, as it encompasses motor, cognitive, and social skills. At the Juan E. Verdesoto Elementary School in Babahoyo, low psychomotor development was identified in children in sublevel II, evidenced by difficulties in carrying out activities such as running, jumping, maintaining balance, and manipulating small objects. These limitations affect their ability to fully participate in group activities, hinder their socialization, and generate frustration at not being able to perform tasks appropriate for their age. The research aimed to analyze the influence of play circuits on the development of psychomotor skills in 4-year-old children during the 2024-2025 school year. The methodology used was descriptive, with a non-experimental design and a qualitative approach, using techniques such as observations of 4-year-old children, interviews with the teacher and surveys with parents, with which the play circuits and their components and the psychomotor skills and deficiencies of the children were analyzed in detail, obtaining as a result the identification of the teacher's class dynamics and the level of psychomotor development of the children. It was concluded that the use of play circuits in the class contributes significantly to the psychomotor development of 4-year-old children at the Juan E. Verdesoto Basic Education School since they allow the stimulation of both gross and fine motor skills. | es_ES |
| dc.description.abstract | El desarrollo psicomotor en niños de 4 años es importante para su formación integral, ya que abarca habilidades motrices, cognitivas y sociales. En la Escuela de Educación Básica Juan E. Verdesoto, de Babahoyo, se identificó un bajo desarrollo psicomotor en niños del subnivel II, evidenciado en dificultades para realizar actividades como correr, saltar, mantener el equilibrio y manipular objetos pequeños. Estas limitaciones afectan su capacidad para participar plenamente en actividades grupales, dificultan su socialización y generan frustración al no poder realizar tareas propias de su edad. La investigación tuvo como objetivo analizar la influencia de los circuitos lúdicos en el desarrollo de la psicomotricidad de niños de 4 años durante el periodo lectivo 2024-2025. La metodología empleada fue de tipo descriptivo, con diseño no experimental y enfoque cualitativo, utilizando técnicas como observaciones a los niños de 4 años, entrevistas a la docente y encuestas a los padres de familia con lo cual se analizaron detalladamente los circuitos lúdicos y sus componentes y las habilidades y deficiencias psicomotrices de los niños obteniendo como resultado la identificación de las dinámicas de clase de la docente y el nivel de desarrollo psicomotriz de los niños, se concluyó que la utilización de circuitos lúdicos en la clase contribuye notablemente al desarrollo psicomotor de los niños de 4 años de la Escuela de Educación Básica Juan E. Verdesoto ya que permiten estimular la motricidad tanto gruesa como fina. | es_ES |
| dc.format.extent | 84 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 | Desarrollo psicomotor | es_ES |
| dc.subject | Circuitos lúdicos | es_ES |
| dc.subject | Motricidad | es_ES |
| dc.subject | Socialización | es_ES |
| dc.title | Circuitos lúdicos para el desarrollo de la psicomotricidad de niños de 4 años | es_ES |
| dc.type | bachelorThesis | es_ES |
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