Carrera de Educación Inicial
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Item 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 InicialThe 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.Item El uso del rompecabezas en el desarrollo de la paciencia en niños de 4 a 5 años de nivel inicial(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Bayas Iza Nora Patricia; Tayo Pazmiño Ana Cristina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis research examined the use of puzzles in developing patience in preschool children aged 4 to 5. This popular board game is not only a way to entertain family and friends, but can also be enjoyed in moments of solitude, as it offers multiple cognitive, emotional, and social benefits. From infancy to old age, putting together a puzzle is an empowering activity because it strengthens neural connections. The research focuses on social and educational behavior, with the objective of analyzing the relationship between puzzle use and the development of patience in preschool children aged 4 to 5. In addition, it has a qualitative approach that allowed to know the events and actions of the children, it worked from the constructivist paradigm because it focuses on the construction of knowledge through social interaction, it was also basic in type since it sought to increase scientific knowledge without contrasting it with any practical aspect, it is also field because it was carried out in the Educational Unit in order to meet the objectives set, the interview technique was used with a script of questions applied to two Initial Level teachers. On the other hand, the observation form was applied to 27 children. After interpreting all the information collected through data triangulation, it was found that thisteaching material is useful for developing the skill of patience.Item La impostación de la voz a través del títere en la expresión de emociones en niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Ponce Baño María José; Estupiñán Guamaní Milena Aracely; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe research, entitled "Voice Imposition through Puppets in the Expression of Emotions in Children Aged 4 to 5," has as general objective, aims to analyze voice projection through puppets in the expression of emotions in children aged 4 to 5. The research has a qualitative approach with a phenomenological paradigm and an exploratory and descriptive scope, seeking to understand the experiences lived by children when interacting with puppets as symbolic mediators of their emotions. The methodology included the application of an observation sheet to 23 children and a semi-structured interview with 5 teachers from the "Rodríguez Albornoz" school. The instruments were validated by experts in Early Childhood Education and psychology. The data were analyzed through data triangulation, revealing that children modulate their voice (tone, volume, and rhythm) to express emotions such as joy, sadness, anger, and fear, using vocal techniques such as abdominal breathing and voice projection. The results show that puppets foster a playful and creative environment in the classroom, where children feel motivated to freely express themselves and develop their emotional language through symbolic play and vocal impersonation. Based on these findings, educational activities were designed that integrate vocal imposition and puppetry as an educational resource to enhance children's emotional expression.Item La pambamesa en el desarrollo del trabajo colaborativo dentro del aula 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, 2025-06-25) Tigasi Vega Nayeli Elizabeth; Ballesteros Casco Tamara Yajaira; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis research work focuses on the theoretical foundation of Pambamesa and its application in collaborative work within the classroom of Early Childhood Education for children aged 4 to 5 years. An exhaustive analysis of various bibliographic sources has been conducted to build a solid theoretical foundation that defines and explains both concepts, providing a deep understanding of their interrelation and impact on child development. The research began with a systematic review of the literature on the Pambamesa, a space for interaction and shared learning among children. Theoretical models were examined that highlight the importance of social interaction, effective communication, group problem-solving, and the joint construction of knowledge. The bibliographic analysis allowed for the identification of the essential characteristics of collaborative work, including the need for a safe, stimulating, and structured learning environment. Strategies were analyzed to keep children's attention, such as planning short, varied, and engaging activities, as well as creating a dynamic and participatory learning environment. To complement the bibliographic review, qualitative methods were used, such as systematic observation of the interactions between children during group activities. This work provides a solid theoretical foundation for the understanding and application of Pambamesa and collaborative work in early childhood education. The research highlights the importance of a pedagogical approach that fosters collaboration from an early age, providing tools and resources for educators who look to enrich their teaching practices and promote meaningful and collaborative learning in their classrooms.Item La etiquetación en el aula en el desarrollo pre-lector en niños de 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Jaya Caiza Evelyn Katherine; Bustos Yépez Morayma Jimena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe purpose of this research is to determine the relationship between the use of labeling in the classroom and the development of pre-reading skills in 5-year-old children at the Initial Education level. The study follows a quantitative approach with a descriptive design, which allowed for a detailed analysis of each variable involved. Two instruments were applied for data collection: an observation checklist aimed at identifying the presence and use of labeling within the classroom environment, and the Initial Reading Competency Test (TECOL), used to assess the level of pre-reading development in children. To ensure greater clarity and validity of the findings, data triangulation was conducted to strengthen the interpretation of the results. The findings show that the appropriate and systematic use of labels in the classroom significantly contributes to visual word recognition, vocabulary development, and understanding the connection between oral and written language. Furthermore, it was confirmed that a print-rich environment, full of visual and linguistic stimuli, fosters interest in reading and supports the development of phonological awareness, a key component in early reading readiness. In conclusion, classroom labeling not only fulfills an organizational role but also serves as a valuable educational resource to promote pre-reading development. It is therefore recommended that teachers implement this strategy in a planned and intentional manner, aligned with the needs and developmental level of their students.Item El juego de roles en el desarrollo del valor de la solidaridad en niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Toala Tubon Lissette Mireya; Tayo Pazmiño Ana Cristina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialRole-playing is a key strategy in early childhood education due to its ability to foster emotional and social development in children. In this context, the present study aims to analyze how role-playing influences the development of the value of solidarity in children aged 4 to 5 years in an early education institution. To address this issue, a qualitative methodology with a phenomenological design was applied, based on triangulation integrating direct classroom observation, semi-structured interviews with teachers, and the review of theoretical foundations. The findings reveal that, although role-playing is not frequently implemented in pedagogical practices, it represents a tool with high potential to promote prosocial behaviors such as sharing, collaborating, and helping. Observations showed that these attitudes emerge more often when the teacher actively intervenes through intentional planning and clear rules. It was also found that many children are in the process of internalizing the value of solidarity, displaying empathetic attitudes in some cases but also egocentric behaviors typical of their developmental stage. Teachers recognize the value of symbolic play for channeling emotions, promoting coexistence, and facilitating the learning of values. The theoretical support from authors such as Vygotsky, Piaget, Erikson, Bandura, and Hoffman reinforces the importance of play in moral development from early ages. In conclusion, pedagogically mediated roleplaying is established as an effective strategy to strengthen solidarity in early childhood.Item La discriminación visual en la identificación de figuras geométricas básicas círculo cuadrado y triángulo en los niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Almache Pérez Melanie Katherine; Bustos Yépez Morayma Jimena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialVisual discrimination is an essential cognitive skill in the preschool stage, since it allows children to identify, differentiate and compare visual stimuli such as shapes, colors and sizes. For its part, the identification of basic geometric figures (circle, square and triangle) contributes to the development of logical-mathematical thought, spatial orientation and the understanding of abstract concepts from an early age. This research aimed to determine if there is a relationship between both skills in children aged 4 to 5 years of sublevel 2 of initial education. A quantitative methodology was applied, with non-experimental, transversal design, using an observation sheet to evaluate visual discrimination and a comparison list to measure the identification of figures. The results showed that 50% of children had a medium level of visual discrimination, 35% a high level and 15% a low level. As for the identification of figures, 60% was in process, 25% in acquired level and 15% in initial level. The statistical test of Chi squared yielded a p-value of 0.1998, indicating that there is no significant relationship between both variables. It is concluded that it is necessary to continue strengthening these skills through innovative didactic strategies, use of technological resources and collaborative work between teachers and families, in order to favor integral cognitive development in childhood.Item Juego temático y el control de emociones en niños de 4 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Villacrés Hidalgo Sabrina Guadalupe; Mónica Jeanette Freire López; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis research aims to analyze thematic play and emotional control in 4-year-old children, focusing on essential aspects of emotional development such as emotional identification, expression, and self-regulation. Proper emotional management in early childhood is key to fostering empathy and emotional control in the school environment. This research was conducted using a qualitative approach that sought to analyze how children experience emotional control during thematic game-based activities, using an interpretive paradigm. This study was framed within a nonexperimental, descriptive design. Two data collection techniques were used, along with their respective instruments validated by experts in the field. The first technique was an interview with a script of open-ended questions directed at three early childhood education teachers to determine emotional control in 4-year-old children. The second technique was direct observation, using an observation sheet with clear indicators and a scale of "always, sometimes, never" applied to 22 children from the Jerusalem Educational Unit. Through data triangulation, it was evident that thematic play is an effective teaching tool that allows children to represent, recognize, and manage their emotions in a playful and meaningful way.Item Técnicas de gestión emocional y el desarrollo del autocontrol en el aula de los niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Guerra Suárez Génesis Nicole; Tayo Pazmiño Ana Cristina; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis research was carried out at the ‘Liceo Militar “Capitán Giovanni Calles” Educational Unit, with the aim of analysing the impact of emotional management techniques on the development of self-control in children aged 4 to 5 years. The problem detected is related to the lack of pedagogical strategies that promote fundamental socio-emotional skills in the pre-school stage, which limits adequate emotional expression, conflict resolution and self-regulation in the classroom. The general objective of the study was to analyse emotional management techniques and their influence on the development of self-control in the infant classroom. The methodology used was qualitative, using observation sheets applied to a sample of 15 children and semi-structured interviews with early childhood teachers, allowing us to identify levels of emotional development and influential factors in self-regulation. The results show that 35.4% of the children are at the initial level of emotional development, 31.3% are in process and 33.33% are at an acquired level. Five playful learning experiences were implemented such as role-playing, emotional stories, group dynamics, puppets and breathing exercises that promoted improvements in emotional identification and expression, reduction of impulsive behaviours and strengthening of empathy and self-regulation. It is concluded that emotional management techniques applied in an intentional and contextualised manner generate significant benefits in children's behaviour, facilitating a more harmonious school environment that is conducive to comprehensive development.Item Patrones simples en el dibujo infantil en niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-25) Ortiz Morales Blanca Valeria; Bustos Yépez Morayma Jimena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis research explores the presence of simple patterns in children's drawings, an understudied aspect in the educational field, as their use and learning are mostly related to mathematics. Therefore, the general objective is to analyze simple patterns in children's drawings aged 4 to 5. The research was framed within the framework of social and educational behavior under a positivist paradigm, with a quantitative bibliographic and field approach, a non-experimental cross-sectional design, and a descriptive scope. Data collection was conducted through direct observation as a technique in conjunction with a checklist to identify the types of simple patterns present in children's drawings. The checklist was dichotomous "yes/no" and included 13 observable and evaluable criteria. The instrument was administered to a total of 30 children aged 4 to 5 in Initial Sublevel II. The results showed that children apply patterns of repetition, alternation, logical sequence, and uniformity in their graphic compositions. The analysis of the drawings revealed a natural, though often unconscious, use of organized graphic structures. It is concluded that, through the lines, shapes, figures, and colors used, the children demonstrate progress in their graphic development, showing productions appropriate to their age and the stage of drawing they are currently in. In this sense, children's drawings are consolidated as a progressive manifestation of their representative and expressive capacity.