Inclusión educativa y su influencia en el desarrollo de habilidades socioafectivas de los niños de Inicial II
| dc.contributor.advisor | Procel Ayala, Mario Renan | |
| dc.contributor.author | Izurieta Angulo, María Mercedes | |
| dc.contributor.author | Quiñonez Lavayen, Solange Elizabeth | |
| dc.date.accessioned | 2025-05-22T15:30:31Z | |
| dc.date.available | 2025-05-22T15:30:31Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18393 | |
| dc.description | Educational inclusion is a fundamental element in the optimal development of students, since it promotes respect for social and individual differences, allowing the student to be able to function on their own within their own environment while taking into consideration their feelings and emotions. Therefore, within the Emigdio Esparza Moreno Educational Unit, specifically in sublevel II. It was observed that, in said sublevel, there are children who do not have good emotional communication with others, since it is difficult for them to relate and participate in group activities given their different abilities, making the lack of development of educational inclusion in the institution evident. As part of the research methodology, non-experimental design and a qualitative approach will be used, in addition to the presence of documentary and field research. Obtaining as such a research sample of 25 students and 1 teacher, where an interview with the classroom teacher and direct observation of the students will be used as part of the research techniques. The results show that there are children who have not developed their socio-affective skills correctly, indicating that they do not interact with other classmates regardless of their abilities. It is concluded that it is important to promote educational inclusion within the classroom, since it allows students to respect and be empathetic with classmates with associated and non-associated special educational needs. | es_ES |
| dc.description | Educational inclusion is a fundamental element in the optimal development of students, since it promotes respect for social and individual differences, allowing the student to be able to function on their own within their own environment while taking into consideration their feelings and emotions. Therefore, within the Emigdio Esparza Moreno Educational Unit, specifically in sublevel II. It was observed that, in said sublevel, there are children who do not have good emotional communication with others, since it is difficult for them to relate and participate in group activities given their different abilities, making the lack of development of educational inclusion in the institution evident. As part of the research methodology, non-experimental design and a qualitative approach will be used, in addition to the presence of documentary and field research. Obtaining as such a research sample of 25 students and 1 teacher, where an interview with the classroom teacher and direct observation of the students will be used as part of the research techniques. The results show that there are children who have not developed their socio-affective skills correctly, indicating that they do not interact with other classmates regardless of their abilities. It is concluded that it is important to promote educational inclusion within the classroom, since it allows students to respect and be empathetic with classmates with associated and non-associated special educational needs. | es_ES |
| dc.description.abstract | La inclusión educativa es un elemento primordial en el desarrollo óptimo de los estudiantes, puesto que promueve el respeto hacia las diferencias sociales y particulares, permitiendo que el estudiante sea capaz de desenvolverse por sí sólo dentro de su propio entorno mientras tiene en consideración sus sentimientos y emociones. Por lo que, dentro la Unidad Educativa Emigdio Esparza Moreno, específicamente en el subnivel II. Se observó que, en dicho subnivel, existen niños que no tienen una buena comunicación afectiva con los demás, puesto que les cuesta relacionarse y participar en actividades grupales dado a sus capacidades diferentes, haciendo notoria la falta del desarrollo de la inclusión educativa en la institución. Como parte de la metodología de investigación se hará uso del diseño no experimental y un enfoque de carácter cualitativo, además de la presencia de la investigación documental y de campo. Obteniendo como tal una muestra de investigación de 25 estudiantes y 1 docente, en donde se hará empleo de una entrevista dirigida a la docente de aula y la observación directa a los estudiantes como parte de las técnicas de investigación. Los resultados ponen en evidencia que existen niños que no han desarrollado correctamente las habilidades socioafectivas, denotando que no interactúan con otros compañeros independientemente de sus capacidades. Concluyendo en que es importante potenciar la inclusión educativa dentro de las aulas de clases, ya que permiten que los estudiantes respeten y sean empáticos con aquellos compañeros con necesidades educativas especiales asociadas y no asociadas. | es_ES |
| dc.format.extent | 82 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 | Comunicación afectiva | es_ES |
| dc.subject | Desarrollo óptimo | es_ES |
| dc.subject | Habilidades socioafectivas | es_ES |
| dc.subject | Inclusión educativa | es_ES |
| dc.title | Inclusión educativa y su influencia en el desarrollo de habilidades socioafectivas de los niños de Inicial II | es_ES |
| dc.type | bachelorThesis | es_ES |
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