Rincones pedagógicos y su influencia en el comportamiento de niños con TDAH en Educación Inicial de la Unidad Educativa 28 de Mayo, cantón Urdaneta, Provincia De Los Ríos
| dc.contributor.advisor | Enríquez Cuadro, Alicia Corina | |
| dc.contributor.author | Jaen Triana Jaidy, Lisbeth Lopez | |
| dc.contributor.author | Lopez Zambrano, Yajaira Madelin | |
| dc.date.accessioned | 2025-05-22T15:46:35Z | |
| dc.date.available | 2025-05-22T15:46:35Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18394 | |
| dc.description | The present research project sought to determine the influence of pedagogical corners on the behavior of children with attention deficit hyperactivity disorder (ADHD) in early education. Through the observation carried out on the children, it was possible to analyze that some of the children had difficulties when carrying out the activities and in turn learning problems due to their behavior that caused a lack of concentration when the teacher taught her class. Pedagogical corners are spaces within the classroom that promote active learning and social interaction essential in the care of children with ADHD. Although pedagogical corners are part of the official curriculum, their application faces challenges due to the lack of resources and teacher training, especially in rural areas like Urdaneta. This study seeks to contribute to local knowledge of these pedagogical tools, exploring how they can be optimized to promote the comprehensive development and behavior of children with ADHD. The methodological approach was established in a qualitative-descriptive design, using direct observations and interviews with teachers. The results will allow us to identify strengths and areas for improvement in the implementation of pedagogical corners, to optimize their impact on children's behavior. In conclusion, this project not only provided knowledge at an academic level, but also provided recommendations for local educational teachers, promoting the inclusion and development of adaptive pedagogical environments that respond to the specific needs of students with ADHD. | es_ES |
| dc.description | The present research project sought to determine the influence of pedagogical corners on the behavior of children with attention deficit hyperactivity disorder (ADHD) in early education. Through the observation carried out on the children, it was possible to analyze that some of the children had difficulties when carrying out the activities and in turn learning problems due to their behavior that caused a lack of concentration when the teacher taught her class. Pedagogical corners are spaces within the classroom that promote active learning and social interaction essential in the care of children with ADHD. Although pedagogical corners are part of the official curriculum, their application faces challenges due to the lack of resources and teacher training, especially in rural areas like Urdaneta. This study seeks to contribute to local knowledge of these pedagogical tools, exploring how they can be optimized to promote the comprehensive development and behavior of children with ADHD. The methodological approach was established in a qualitative-descriptive design, using direct observations and interviews with teachers. The results will allow us to identify strengths and areas for improvement in the implementation of pedagogical corners, to optimize their impact on children's behavior. In conclusion, this project not only provided knowledge at an academic level, but also provided recommendations for local educational teachers, promoting the inclusion and development of adaptive pedagogical environments that respond to the specific needs of students with ADHD. | es_ES |
| dc.description.abstract | El presente proyecto de investigación buscó determinar la influencia de los rincones pedagógicos en el comportamiento de niños con Trastorno por Déficit de Atención e Hiperactividad (TDAH) en la educación inicial. A través de la observación realizada a los niños se pudo analizar que parte de los niños tuvieron dificultades al realizar las actividades y a su vez problemas de aprendizaje esto debido a su comportamiento que provoca falta de concentración cuando la maestra imparte su clase. Los rincones pedagógicos son espacios dentro del aula que promueven el aprendizaje activo e interacción social que son fundamentales en la atención de niños con TDAH. Aunque los rincones pedagógicos son parte del currículo oficial, su aplicación enfrenta retos debido a la falta de recursos y capacitación docente, especialmente en áreas rurales como Urdaneta. Este estudio busca contribuir al entendimiento local de estas herramientas pedagógicas, explorando cómo se pueden optimizar para favorecer el desarrollo integral y comportamiento los niños con TDAH. El enfoque metodológico estableciéndose en un diseño cualitativo-descriptivo, empleando observaciones directas y entrevistas a docentes. Los resultados permitieron identificar fortalezas y áreas de mejora en la implementación de rincones pedagógicos, para optimizar su impacto en el comportamiento de los niños. En conclusión, este proyecto no solo aportó conocimientos a nivel académico, sino también proporcionó recomendaciones para docentes educativos locales, promoviendo la inclusión y el desarrollo de entornos pedagógicos adaptativos que respondan a las necesidades específicas de los estudiantes con TDAH. | es_ES |
| dc.format.extent | 75 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 | Rincones pedagógicos | es_ES |
| dc.subject | TDAH | es_ES |
| dc.subject | Inclusión | es_ES |
| dc.subject | Estrategias pedagógicas | es_ES |
| dc.title | Rincones pedagógicos y su influencia en el comportamiento de niños con TDAH en Educación Inicial de la Unidad Educativa 28 de Mayo, cantón Urdaneta, Provincia De Los Ríos | es_ES |
| dc.type | bachelorThesis | es_ES |
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