Carrera de Educación Inicial
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Item Mandalas Infantiles en la percepción visual figura – fondo en niñas de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-07-01) Guerrero Punina María José; Bustos Yépez Morayma Jimena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe overall objective of this study was to analyze children's mandalas in the figureground visual perception of girls aged 4 to 5 years. To this end, a methodology was used that fell within the positivist paradigm, with a quantitative approach, explanatory scope, and quasi-experimental design, in bibliographic form and with a cross-sectional approach. The technique used was structured observation, and the Beery Test Visual Perception Subtest was applied as an instrument, complemented by a plan based on children's mandalas. The population consisted of 29 girls aged 4 to 5 years, who underwent an intervention designed to stimulate figure-ground perception through the use of children's mandalas. Data analysis was performed using the statistical program R. The results obtained after comparing the pre- and postintervention assessments showed a significant improvement in the development of figure-ground visual perception. In particular, it was found that 55.17% of the girls reached the “acquired” level in this perceptual skill, which indicates remarkable progress compared to the initial results. These findings confirm the effectiveness of children's mandalas as an effective pedagogical tool for enhancing visual perception at an early age, thus contributing to the cognitive and educational development of preschool children. In conclusion, the study supports the use of structured visual resources such as mandalas in early educational contexts, positioning them as a valuable strategy for fostering fundamental perceptual skills in early learning.Item Las canciones infantiles y la coordinación de los segmentos gruesos en niños de 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-30) Cárdenas Aldas Joselyn Vanessa; Yungán Lema Jorge Vinicio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe present research focused on the study of “Children’s songs and the coordination of gross body segments in 5-year-old children.” The general objective was to examine the use of children's songs and their relationship to the coordination of gross motor segments in 5-yearold children. To achieve this, a bibliographic review based on reliable sources was carried out. The methodology applied followed an interpretative paradigm with a qualitative approach, which facilitated the study and understanding of the behavior and reality of the phenomenon. It was a basic research project, as it aimed to generate new knowledge to complement existing information. The research modality was documentary and bibliographic, which allowed the collection of information throughout the entire study. In addition, field research was conducted to obtain verified and reliable data. Two main techniques were used: direct observation and interviews, with their respective instruments—a structured observation sheet and an interview guide—validated by experts in the educational field. These tools were applied to 21 children and 2 teachers from the “San Isidro Labrador” Basic Education School. The results obtained through the observation sheet demonstrated that children's songs are an appropriate resource to enhance the coordination of gross motor segments. It is concluded that the pedagogical use of children's songs promotes body movement and motor learning in 5-year-old children.Item El uso de los legos y el desarrollo de la cooperación en los niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-30) Rodríguez Espinoza Elizabeth del Rocío; Tayo Pazmiño Ana Cristina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe use of Legos helps children develop skills and abilities creative ly, autonomously, and responsibly, according to their interests. This creates the need to create teaching strategies that facilitate interpersonal relationships with other children and, therefore, increase cooperation among them. The objective is to analyze the benefits of using Legos and the development of cooperation in children aged 4 to 5. Three objectives were established: the first is to provide a theoretical basis for the use of the subject and to accomplish this objective through bibliographic research. For the second objective, to determine the use of Legos in children, the results were analyzed through an interview and an observation form. The third objective is to examine the use of Legos and the development of cooperation in children aged 4 to 5. In this research, the techniques employed were interviews and observation, using their respective instruments: a question guide, which included 7 questions directed at the institution's teachers. The observation form included 8 items with a rating scale: initial, in progress, and acquired, aimed at children in early childhood education. The information collected and data analysis concluded that the use of Lego blocks promotes the development of cooperation in children. Therefore, it was suggested that teachers implement more group activities in the classroom to ensure their proper implementation and thus achieve adequate developmentItem El danzante de Pujilí en el reconocimiento de símbolos culturales en niñas y niños de 4 a 5 años de educación inicial(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-27) Fueltala Guanga Salma Yurley; Ballesteros Casco Tamara Yajaira; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe research work with the title “The Danzante de Pujilí in the recognition of cultural symbols in children from 4 to 5 years of kindergarten” is situated within the scope of intercultural education and the conservation of cultural heritage. The main objective of this study was to determine the recognition of local cultural symbols, specifically the Danzante de Pujilí, in children from 4 to 5 years of kindergarten. The methodology used was qualitative, with a combination of ethnographic and ethnographic approaches. The methodological design, a combination of ethnographic and narrative approaches, was chosen, which allowed for an in-depth investigation of how children value and perceive cultural and perceive cultural elements. The data collection techniques included direct observations and semi-structured interviews, using tools such as an observation form and an interview guide, directed to 36 girls and boys in early education at the “Belisario Quevedo” Educational Unit and to teachers of the institution. The data obtained showed the children's interest in the characteristic elements of the Danzante de Pujilí, such as their clothing and dance movements, as well as their ability to relate them to the traditions of their environment. Likewise, the importance of the playful activities planned in the classroom was highlighted, which facilitated a significant connection with cultural symbols, fostering in the children a perception of identity and belonging to their community. Most of the results were obtained at the “Acquired” level, evidencing the importance of incorporating cultural heritage in the educational process from an early age.Item Cuentos de motivación en la práctica de la lengua kichwa 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) Jerez Chango Yarina Agustina; Yungán Lema Jorge Vinicio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe present research is based on the topic "Motivational Stories for Kichwa Language Practice in Children Aged 4 to 5 Years", with the purpose of analyzing the use of motivational stories in the practice of the Kichwa language among children aged 4 to 5 years at Unidad Educativa Fray Bartolomé de las Casas "Salasaka", located in the parish of Salasaka, Pelileo Canton, Tungurahua Province. Regarding the methodology, the study was framed within the constructivist paradigm, with a qualitative approach, ethnographic and non-experimental design, and conducted under the documentary research modality. The level of research was exploratory and descriptive, as it allowed for the analysis of results based on the application of techniques and instruments. The data collection techniques included observation, using an observation sheet, and interviews with teachers, using an interview guide. The results showed a positive impact of using motivational stories in the practice of the Kichwa language, significantly contributing to the development of interest, attention, and comprehension. However, many cases revealed difficulties in oral expression, such as the use of complete sentences or fluent responses, highlighting the need to strengthen continuous oral practices in the classroom to improve language skills in Kichwa. Finally, it is concluded that motivational stories in the Kichwa language are an effective didactic resource to strengthen both the practice of the language and cultural identity in children aged 4 to 5 yearsItem El rincón del hogar en la adquisición de medidas de seguridad en niños de educación inicial de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-26) Vargas Poaquiza Betsy Geoconda; Arroba López Gissela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe present research study with the theme 'The corner of the home in the acquisition of safety measures for children in early education from 4 to 5 years old', is based on an intensive and rigorous search for information in various reliable sources, including scientific articles, documents, books, journals, among others, thus allowing us to obtain relevant information for the study. Its general objective is to analyze the corner of the home in the acquisition of safety measures in children in early education from 4 to 5 years old. To this end, a qualitative approach is adopted under a constructivist paradigm, which allows understanding and interpreting the experiences, perceptions and practices related to the corner of the home as a learning space in the early education classroom. It also has an exploratory-descriptive scope, since it allows detailing key aspects of a topic that is addressed little at this educational level. Through the operationalization of variables, two instruments are proposed that allow the collection of data to carry out an analysis. Among them, the interview with its instrument 'question script' which was evaluated and approved by experts in Early Childhood Education, in addition observation is used with its instrument 'observation sheet' which facilitates obtaining results based on the objectives set. Finally, the analysis of the results allows us to conclude on the importance of the corner of the home as a pedagogical strategy in the acquisition of safety measures, promoting learning and the identification of dangers within the classroom at the initial education level.Item El uso del material concreto en el desarrollo del pensamiento preoperacional de niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-26) Panimboza Yugcha Mayra Guadalupe; Arroba López Gissela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe present study with the theme "The use of concrete material in the development of preoperational thinking in children aged 4 to 5" has as its general objective to analyze how the use of concrete material influences the development of preoperational thinking in children aged 4 to 5 years, an alternative hypothesis (H1) was raised which proposed that the use of concrete material would influence the development of preoperational thinking. The research had a quantitative approach, of a basic type, with a descriptive and exploratory scope, the sample consisted of 30 children from the "Rodríguez Albornoz" Educational Unit, who were given an observation form to evaluate the initial level of preoperational thinking before and after applying the activities, analyzing aspects such as symbolic thinking, egocentrism, irreversibility, centering and transductive reasoning. The evaluation indicated notable improvements in classification, seriation, pattern identification and understanding of spatial and numerical relationships. For data analysis, a Shapiro-Wilk normality test was used, which yielded a significance value of 0.0023 pre-application of the worksheet, as well as a significance value of 0.0007 post-application of the worksheet, indicating that the data did not follow a normal distribution. For this purpose, a non-parametric Wilcoxon test was applied to compare related samples, this yielded a value V = 335.5 with a significance level of 0.0004, which allowed us to reject the null hypothesis and accept the alternative. In conclusion, the results demonstrated that the use of concrete material favors meaningful learning, enriches cognitive development and the development of preoperational thinking, while promoting active interaction in children.Item Estrategias teatrales en el desarrollo de gesto y habla del discurso infantil(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-26) Guamán Guevara Dayana Eliset; Estupiñán Guamaní Milena Aracely; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialTheatrical strategies are techniques derived from theater that stimulate cognitive, linguistic, social, and emotional skills in preschool education. This research aimed to analyze theatrical strategies in the development of gesture and speech in children's discourse. The study was conducted with a mixed approach, of a basic type, exploratory and descriptive scope, and concurrent design, which allowed for the collection and analysis of both qualitative and quantitative data on theatrical strategies and the development of gesture and speech without the need to manipulate variables and by observing the results in a natural context. Interviews were conducted with teachers and experts, as well as an observation sheet with a rating scale for 29 children from the "Madre Gertrudis" Educational Unit. Data collection was carried out using an observation sheet with a rating scale, achieving a reliability level of 0.973 according to Cronbach's Alpha. The results showed that the majority of the children are at the process or initial level in aspects such as the use of gestures, intonation, vocabulary, organization of discourse, and body language. It is concluded that theatrical strategies such as role-playing, dramatization, improvisation, and the use of puppets significantly favor the development of gesture and speech in children. Thus, incorporating them into the planning to strengthen oral and non-verbal communication from the early school years; also paving the way for new research on their comprehensive impact on child development.Item 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; Yungán Lema Jorge Vinicio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis 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.Item La práctica de normas de autocuidado en la prevención de accidentes en espacios recreativos fuera del aula 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) Chisaguano Quispe Vanessa Anabel; Arroba López Gissela Alexandra; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialAccident prevention in play environments outside the classroom is a critical issue in early childhood education. The objective was to examine the practice of self-care rules for accident prevention in play environments outside the classroom among children between 4 and 5 years old. The research approach is qualitative and descriptive, based on direct observation of children in recreational spaces and semi-structured interviews with teachers. A purposive sample of four teachers who interact with children in these contexts was used. Analysis of the collected data revealed that most children are unaware of self-care rules and, when they do know them, they struggle to apply them consistently during their recreational activities. However, teachers have implemented some strategies to teach children about common risks, although the safety rules have not yet been fully internalized by them. Furthermore, it was found that the educational environment, although adequate in some cases, still lacks a systematic structure of selfcare rules accessible to the youngest children. In conclusion, critical areas were identified, such as the need to improve the visibility and accessibility of safety regulations in play environments. The importance of involving parents and the school community in the implementation of these regulations was also highlighted.