Ciencias Humanas y de la Educación

URI permanente para esta comunidadhttp://repositorio.uta.edu.ec/handle/123456789/408

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Habilidades sociales y autoestima
(Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa, 2026-06-01)
Carrillo Freire Shirley Tatiana
;
Ruiz López Paulina Margarita
;
Universidad Tècnica de Ambato Facultad de Ciencias Humanas y de la Educaciòn Carrera de Psicopedagogìa
La presente investigación tuvo como objetivo analizar la relación entre las habilidades sociales y los niveles de autoestima en estudiantes de décimo año de la Unidad Educativa Juan León Mera “La Salle”, con la finalidad de identificar su influencia en el desarrollo personal y social de los adolescentes. Se empleó un enfoque cuantitativo, con niveles exploratorio, descriptivo y correlacional, bajo una modalidad bibliográfico-documental y de campo, mediante un diseño transversal. La población de estudio estuvo conformada por 100 estudiantes seleccionados mediante criterios de inclusión y exclusión. Para la recolección de datos se aplicaron la Escala de Habilidades Sociales de Gismero y el Inventario de Autoestima de Coopersmith, ambos instrumentos validados para población adolescente. Los resultados evidenciaron que la mayoría de los estudiantes presenta niveles medios de habilidades sociales y autoestima moderada, identificándose dificultades en dimensiones como la autoexpresión, la defensa de derechos y la autovaloración personal. El análisis estadístico permitió determinar que no existe una relación estadísticamente significativa entre las habilidades sociales y la autoestima en la muestra general. Sin embargo, en el análisis por paralelos y dimensiones específicas se evidenciaron algunas asociaciones positivas, especialmente entre la autoestima social y habilidades como la autoexpresión y la defensa de derechos. Se concluye que, aunque ambas variables son fundamentales para el desarrollo integral del adolescente, en esta población no se evidencia una relación directa global entre ellas. Se recomienda la implementación de programas psicopedagógicos orientados al fortalecimiento de las competencias socioemocionales en estudiantes, con participación de la institución educativa y la familia.
Cuentos musicales en el cumplimiento de consignas en niños de 4 a 5 años
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-26)
Analuisa Silva Nathaly Lisbeth
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Yungán Lema Jorge Vinicio
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
This research explores the relationship between the use of musical stories and instructional compliance in children aged 4 to 5 years. This topic has been little studied in the educational field. Therefore, its general objective is to analyze the influence of this teaching strategy on the development of children's ability to follow instructions in the context of early childhood education. The study was framed within the framework of social and educational behavior under an interpretative paradigm, with a qualitative bibliographic, field, and documentary approach, with a non-experimental design and both exploratory and descriptive scope. Data collection was carried out through observation and interview techniques, along with the instruments provided: an observation sheet for the children and a script of questions for the teachers. Regarding the population, we worked with 20 children aged 4 to 5 years from the Initial Sublevel II of the "Blaise Pascal" Educational Unit. The results showed that musical stories, by combining both narrative and audio elements, promote not only cognitive development but also auditory memory, instructional comprehension, and verbal expression in children in a playful manner. The scientific innovation of this study lies in demonstrating how musical stories can be an innovative and effective pedagogical tool that fosters meaningful learning while strengthening the emotional bond between teacher and student, contributing to the child's comprehensive development throughout their learning process.
El dibujo libre y la expresión de vivencias del contexto familiar de niños de 4 a 5 años
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25)
Coca Quinatoa Shirley Marianela
;
Freire López Mónica Jeanette
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
The purpose of this research was to analyze and interpret what children can express about their family context through free drawing. The method used was qualitative, allowing for a more detailed analysis of the impact children have on their family ties and relationships. The study was exploratory in scope, supported by documentary research to establish its theoretical foundation. The primary technique used was Louis Corman's Family Drawing Test, with a population of 27 children aged 4 to 5 years, from the "Tarcila Albornoz de Gross" Educational Unit. The results showed that free drawing can be used as a valuable pedagogical and diagnostic tool because it allows for the identification of emotional, social, and affective aspects of a child's family environment, many of which are not expressed verbally. In conclusion, free drawing represents a way to explore the experiences of the family context in early childhood, allowing teachers and education professionals to better understand the inner world of children and thus more comprehensively support their emotional, cognitive, and social development. This research provides a theoretical and practical basis for the value of free drawing in early childhood education, proposing it as a useful tool for identifying emotional needs, strengthening bonds, and, above all, for including pedagogical strategies aimed at the holistic development of children.
Actividades con patrones en el desarrollo de la atención sostenida en niños de 5 a 6 años
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-01-29)
Merizalde Cárdenas Francely Daliana
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Acosta Bones Silvia Beatriz
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
This research addressed the topic “Activities with patterns in the development of sustained attention in children aged 5 to 6 years.” Because children have a low capacity to pay attention to the activities assigned to them and little interest in carrying them out. However, many children face difficulties in maintaining their attention in educational activities for long periods. In this context, the need arises to investigate how activities with patterns can influence the capacity for sustained attention in children. The main objective of the research was to analyze the application of activities with patterns in the development of sustained attention in children aged 5 to 6 years. A methodology with a quantitative approach was proposed, with a correlational scope and pre-experimental design. The development of the theoretical perspective will be based on the review of scientific articles. According to the analysis carried out, it is concluded that the application of activities with patterns demonstrated a significant improvement in sustained attention, giving us a result of 95%, which means that most of the children managed to maintain their attention for longer periods. This result shows that the activities carried out benefited the development of sustained attention.
Yoga infantil en la gestión emocional en niños de 4 a 5 años
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-01-29)
Sánchez Zamora Angie Michelle
;
Tello Vasco Luis Rafael
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
This research addressed the topic titled "Children's yoga in emotional management in children aged 4 to 5 years." The main objective of the research was to analyze children's yoga in emotional management in children aged 4 to 5 years, from the “Honduras” Educational Unit. A methodology was proposed with a quantitative approach with a pre-experimental and correlational design. Also, a bibliographic documentary and field methodology using reliable sources was also employed. To collect the data, an observation sheet of 10 indicators with an observation scale from 1 to 3 was applied, in two periods: PreTest and Post-Test. In addition, a population of 3 teachers and 20 children was considered to carry out this research. After applying children's yoga activities, the results revealed a percentage at the beginning in the pre-test of 60% and an improvement after the post-test of 100%, which allowed the hypothesis to be verified using the coefficient Kolmogroy Smirnov and Wilcoxon , it is concluded that there is sufficient evidence to reject the null hypothesis (H₀) and accept the alternative hypothesis (H₁) and conclude that yoga contributes to emotional management in children aged 4 to 5 years of the Educational Unit “Honduras.”
Tarjetas didácticas en la sincronización rítmica en niños de 4 a 5 años
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-01-29)
Paredes Villegas Karen Nagely
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Ballesteros Casco Tamara Yajaira
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial
The following research has as its topic “Teaching cards in rhythmic synchronization in children aged 4 to 5 years”. The main objective of the research was to examine the use of flashcards in the development of rhythmic synchronization in children aged 4 to 5 years. A methodology with a quantitative approach was designed, based on a pre-experimental and correlational model. In addition, a bibliographic and field documentary modality was used, using reliable sources. Data collection was carried out using an observation sheet that included 10 indicators evaluated on a scale from 1 to 3, applied in two moments: before and after the intervention, corresponding to the PreTest and Post-Test. The research was carried out with a population made up of 3 teachers and 30 children. After implementing flashcards on rhythmic synchronization in children aged 4 to 5 years, the results showed a significant improvement, going from 70% in the PreTest to 100% in the PostTest. This allowed us to confirm the hypothesis using the Kolmogorov-Smirnov coefficient (p ≤ 0.05). It is concluded that there is sufficient evidence to reject the null hypothesis (H₀) and accept the alternative hypothesis (H₁), and conclude that flashcards contribute to rhythmic synchronization in children aged 4 to 5 years.
Actividades lúdicas en las habilidades motrices básicas en estudiantes de educación general básica superior
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de la Actividad Física y deporte, 2025-01-17)
Guerra Morales Javier Josué
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Villalba Garzón Gabriela Alexandra
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Actividad Física y Deporte
The thesis titled “Playful Activities in Basic Motor Skills in Students of Upper Basic General Education” aimed to determine the impact of playful activities on the development of basic motor skills, such as running, jumping, throwing, catching, and kicking, in students at this educational stage. This study is relevant because motor skills are essential for children’s physical development and comprehensive learning, and their proper stimulation can positively impact academic, social, and emotional performance. A quantitative, applied, and pre-experimental methodology was employed, with a longitudinal and field design. The effect of a playful activity plan was measured through pre-test and post-test assessments applied to a group of students. Analytical-synthetic, hypothetical-deductive, and comparative methods were used to evaluate the plan’s effectiveness, employing the Wilcoxon statistical test. The results showed significant differences between the initial and final measurements in all evaluated motor skills. The significance level (Z=-5.754) and the asymptotic bilateral value (p=0.000) confirmed statistically significant improvements in the dimensions of running, jumping, throwing, catching, and kicking after the intervention. Before implementing the playful activities, most students exhibited an elemental or initial development in these skills, reflecting the need for more active pedagogical strategies. The implementation of the plan encouraged active participation and motivation among the students, considerably improving their motor skills. In conclusion, the importance of integrating playful activities into the teaching-learning process is highlighted, as they promote physical development and maintain students interest and motivation. This study provides evidence of the effectiveness of play and physical activity as pedagogical tools to strengthen basic motor skills in children in Upper Basic General Education, underlining their role in students’ holistic development. Additionally, it is suggested to apply similar methodologies to ensure adequate motor development and improve the quality of physical education at this school stage.
Juegos cooperativos en las capacidades físicas condicionales en estudiantes de educación general básica superior
(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de la Actividad Física y deporte, 2025-01-17)
Achachi Lagua Jonathan Stalin
;
Castro Acosta Washington Ernesto
;
Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Actividad Física y Deporte
This research addresses the impact of cooperative games on the development of physical fitness components (endurance, speed, strength, and flexibility) in students of Upper Basic Education at the “Rumiñahui” Educational Unit in the city of Ambato, during the academic period of September 2024 to February 2025. This topic is relevant because it contributes to the physical and social development of students, fostering interpersonal relationships, teamwork, and inclusion within an educational environment. The objective of the study was to determine how cooperative games affect physical fitness components. A quantitative approach was used, with a pre-experimental, longitudinal, and field-based design, applying methods such as analytical-synthetic and the Student's t-test with a significance level of P≤0.05. Initially, the physical fitness levels were assessed using the Eurofit Battery Test, revealing low levels in all components evaluated: endurance (average of 3.34 laps), speed (24.12 seconds), strength (134 cm), and flexibility (12 cm). The implementation of cooperative games as an educational intervention showed significant improvements in physical fitness components. Endurance improved to an average of 5.6 laps (medium level), speed to 19.07 seconds (high level), and strength to 161 cm (high level). Although flexibility remained at a low level, it increased from 12 cm to 18 cm, indicating notable progress. These results support the hypothesis that cooperative games positively influence students' physical development. In addition to physical progress, the research highlights that cooperative games strengthen social skills such as respect, communication, and teamwork. They also foster a culture of active, motivating, and inclusive learning, allowing students to enjoy activities while developing both physical and social competencies. In conclusion, cooperative games are an effective pedagogical tool to enhance physical fitness components and promote holistic education. This approach not only improves students' physical condition but also fosters positive attitudes, inclusion, and meaningful learning, contributing to the comprehensive development of children.
Las canciones infantiles cortas en la gesticulación de palabras en niños del subnivel I de Educación Inicial
(Carrera de Educación Inicial, 2024-07-01)
Villalba Quiñonez, Gissel Paola
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Tello Vasco, Luis Rafael
La presente investigación tiene como objetivo investigar el impacto de las canciones infantiles cortas en la gesticulación de las palabras en niños del subnivel I, para así comprender como este recurso favorece el desarrollo y complementación del lenguaje, la cual fue fundamentada con información relevante y verídica por medio de libros, repositorios, revistas y artículos científicos para la construcción de la argumentación teórica. Se utilizó una metodología tipo cualitativa, con la finalidad evidenciar y demostrar de manera verídica las experiencias estudiadas en la investigación. Se recolecto información a través de un guion de preguntas abiertas a 3 docentes y una ficha de observación aplicada a una población de 17 alumnos de Subnivel Inicial I en el Centro de Desarrollo Infantil Universitario. En el analisis de datos realizado mediante la triangulación de datos de las variables se pudo verificar que las canciones infantiles cortas son un recurso didáctico divertido y estimulante que está directamente relacionado con la gesticulación ya que al querer comunicarse se apoya de sus gestos para expresarse y darse a entender de mejor manera.
El juego de la silla caliente en el desarrollo de la autoestima en niños de educación inicial
(Carrera de Educación Inicial, 2024-02-01)
Jiménez Gualaquiza, Katherine Michelle
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Sánchez Fernández, Irelys
El presente trabajo de investigación con el tema: “El juego de la Silla caliente en el desarrollo de la autoestima en niños de Educación Inicial”, tiene como objetivo investigar el juego de la Silla caliente en el desarrollo de la autoestima en niños de Educación Inicial. La investigación tiene un enfoque cualitativo con un alcance exploratorio, dado que brinda un soporte científico resaltando los datos con respecto a las dos variables pues no se tiene información previa de las mismas. En la investigación se utilizaron técnicas como la Entrevista con su respectivo instrumento un Guion de entrevista que fue aplicado a 2 docentes de Educación Inicial y la técnica de la Observación con su respectivo instrumento una Ficha de observación que fue aplicada a los 15 infantes de Inicial II, de la Escuela General Básica “San Isidro Labrador”, los mismos que fueron validados por dos expertos en el área. Una vez aplicados los instrumentos, se obtuvieron datos precisos y relevantes que permiten concluir que, a través de la aplicación del juego de la Silla caliente, se logra desarrollar la autoestima del infante. Es importante trabajar la autoestima desde edades tempranas para que el infante desarrolle autoconfianza, autonomía, autoaceptación y expresión, debido a que esto repercute en varios ámbitos del desarrollo infantil integral y, por ende, afecta positivamente o negativamente en la edad adulta de la persona. Se conoce que la autoestima se desarrolla desde el vientre materno, es por esto que hay que trabajarla con diversas actividades o juegos para que se consolide en la infancia.

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