Pictogramas en el desarrollo del lenguaje oral de los niños de Educación Inicial II
| dc.contributor.advisor | Camacho Tovar, Gina Lorena | |
| dc.contributor.author | Troya Eleno, Marjorie Graciela | |
| dc.contributor.author | Vite Sandoya, Dayana Katherine | |
| dc.date.accessioned | 2025-05-22T17:51:18Z | |
| dc.date.available | 2025-05-22T17:51:18Z | |
| dc.date.issued | 2025 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/18408 | |
| dc.description | This research highlights the lack of teachers using pictograms in the classroom as a teaching strategy to develop oral language in children as a problem. When carrying out both observation and pre-professional practices at the “Emigdio Esparza Moreno” Educational Unit, it was found that children had difficulty expressing their thoughts and ideas orally with their classmates and other staff at the institution. This is why the objective of this research was to determine the use of pictograms in the development of oral language in children in preschool II. There is already bibliographical evidence that implementing pictograms from an early age strengthens, expands and reinforces the fluency of the vocabulary that children are expected to acquire at this stage of preschool. This research was developed under the mixed approach, which allows collecting information, facts or phenomena in their genuine context, without applying controlled changes and leading to an understanding of the problem, to then compare and analyze the quantitative and qualitative data collected from the instruments that were applied to the study sample, the research method is inductive since it is based on reasoning describing the problem, the design is non-experimental and field and the type of research is descriptive. Concluding that the benefits of pictograms in the development of children's oral language are: expansion of vocabulary, fluency and expressiveness when communicating. | es_ES |
| dc.description | This research highlights the lack of teachers using pictograms in the classroom as a teaching strategy to develop oral language in children as a problem. When carrying out both observation and pre-professional practices at the “Emigdio Esparza Moreno” Educational Unit, it was found that children had difficulty expressing their thoughts and ideas orally with their classmates and other staff at the institution. This is why the objective of this research was to determine the use of pictograms in the development of oral language in children in preschool II. There is already bibliographical evidence that implementing pictograms from an early age strengthens, expands and reinforces the fluency of the vocabulary that children are expected to acquire at this stage of preschool. This research was developed under the mixed approach, which allows collecting information, facts or phenomena in their genuine context, without applying controlled changes and leading to an understanding of the problem, to then compare and analyze the quantitative and qualitative data collected from the instruments that were applied to the study sample, the research method is inductive since it is based on reasoning describing the problem, the design is non-experimental and field and the type of research is descriptive. Concluding that the benefits of pictograms in the development of children's oral language are: expansion of vocabulary, fluency and expressiveness when communicating. | es_ES |
| dc.description.abstract | La presente investigación evidencia como problemática la carencia por parte de la docente al aplicar los pictogramas en el aula de clases como estrategia didáctica para desarrollar el lenguaje oral en los infantes, ya que al ejecutar las practicas tanto de observación como pre-profesionales en la Unidad Educativa “Emigdio Esparza Moreno” se pudo evidenciar que a los niños se les dificultaba expresar de manera oral sus pensamientos e ideas con sus compañeros y demás personal de la institución, siendo así que se estableció como objetivo de esta investigación determinar el uso de los pictogramas en el desarrollo del lenguaje oral de los niños de inicial II. Ya existen respaldos bibliográficos que al implementar pictogramas desde edad temprana este, fortalece, amplia y refuerza la fluidez del vocabulario que se espera que los niños adquieran dentro de esta etapa del preescolar. Esta investigación se desarrolló bajo el enfoque mixto, el cual permite recopilar información, hechos o fenómenos en su contexto genuino, sin aplicar cambios controlado y llevando a una comprensión de la problemática, para luego cotejar y analizar los datos cuantitativos y cualitativos recolectados de los instrumentos que se le aplico a la muestra de estudio, el método de investigación es inductivo ya que se basa en el razonamiento describiendo el problema, el diseño es no experimental y de campo y el tipo de investigación es descriptiva. Concluyendo que los beneficios de los pictogramas en el desarrollo del lenguaje oral de los niños son: ampliación del vocabulario, fluidez y expresividad al comunicarse. | es_ES |
| dc.format.extent | 64 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 | Pictogramas | es_ES |
| dc.subject | Lenguaje oral | es_ES |
| dc.subject | Preescolar | es_ES |
| dc.subject | Pedagogía | es_ES |
| dc.title | Pictogramas en el desarrollo del lenguaje oral de los niños de Educación Inicial II | es_ES |
| dc.type | bachelorThesis | es_ES |
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