Carrera de Educación Inicial
Permanent URI for this collectionhttp://repositorio.uta.edu.ec/handle/123456789/32630
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Item 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 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 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 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 La pantomima en el desarrollo de la expresión corporal en niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-24) Morales Arboleda Jennifer Valeria; Estupiñán Guamaní Milena Aracely; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThis research focuses on pantomime in the development of body language in children aged 4 to 5. It addresses a common problem in early childhood education: the lack of stimulation of body language as an essential component of comprehensive development. The lack of artistic and recreational strategies in schools hinders children's ability to convey a message nonverbally, which harms their spontaneity, creativity, and social skills. Thus, the objective of this research was to analyze the effectiveness of pantomime in improving body language in children aged 4 to 5. The methodology applied was qualitative, including instruments such as a child observation form and interviews with teachers to obtain information on the development of body language in children. The resulting findings show that the implementation of pantomime activities applied as a theatrical technique is essential for stimulating body language. It also promotes children's emotional, social, and linguistic development, as well as their ability to express themselves and connect with others. However, areas for improvement were identified, such as body movement and synchronization of facial expressions, as well as encouraging collaboration among peers in group activities. The importance of this research lies in its emphasis on pantomime, an effective theatrical technique for motor, emotional, communicative, and physical development in early childhood. Finally, the incorporation of pantomime activities into educational planning is recommended to promote more comprehensive development in children.Item La biofilia en la identificación de plantas ornamentales y medicinales en niños de 4 a 5 años(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación Inicial, 2025-06-24) Veloz Cárdenas Doménica Camila; Bustos Yépez Morayma Jimena; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe relationship between children and nature is essential during early childhood, as it fosters curiosity, respect for the environment, and meaningful learning. In this context, biophilia is presented as a natural bond that allows children to connect with their surroundings, especially with plants. The objective of this research was to analyze biophilia in the identification of ornamental and medicinal plants in children aged 4 to 5 years. The methodology of this study had a quantitative approach, with a correlational scope. The population consisted of 20 children from the Initial Level II at La Granja Educational Unit “CEBLAG”. For data collection, the observation technique was used, and the instruments applied were a checklist and an observation sheet with a rating scale, which allowed for subsequent quantification. Data processing and analysis were carried out using the statistical software R Project, applying the Chi-Square statistical test, which made it possible to relate the observed data with the expected values under the stated hypotheses. The results showed that 50% of the children presented a medium level of biophilia. On the other hand, 65% of the children reached an intermediate level in the identification of ornamental and medicinal plants. After the statistical analysis, a significant statistical relationship was confirmed between biophilia and the identification of plants in children aged 4 to 5, as the statistical test yielded a value of 6.654e-05, which is lower than the established threshold.Item Zumba Kids en la coordinación de movimientos diferenciados de los niños del nivel inicial II(Carrera de Educación Inicial, 2024-07-01) De la cruz Sailema, Jennifer Alejandra; Tello Vasco, Luis RafaelEl presente trabajo investigativo titulado “Zumba Kids en la coordinación de movimientos diferenciados de los niños de nivel inicial II” de la Unidad Educativa Juan Montalvo, tuvo como objetivo analizar la Zumba Kids en la coordinación de ,movimientos diferenciados fue desarrollado con una metodología de paradigma interpretativo, con un enfoque cuantitativo, de tipo exploratorio, documental y bibliográfico, la técnica utilizada fue la observación, por ello se estructuro una ficha de observación que prontamente fue avalada por tres expertos, esta ficha de observación contempla diez ítems, mismo que identifican si el niño se encuentra en un aprendizaje adquirido, en proceso o inicial según los casos, para que de esta forma poder desarrollar los objetivos planteados, por otra parte se utilizó la técnica de entrevista direccionada específicamente a los docentes de Educación Inicial con la finalidad de recabar información de relevancia con respecto a la temática y de esta forma poder emplear de la manera correcta la Zumba Kids, claro que inicial mente se procedió a emitir una carta de consentimiento por parte del padre de familia para que autorice la participación del niño en esta investigación. Los resultados emitidos determinaron que la aplicación de Zumba Kids incide en los movimientos diferenciados debido a que se procedió a aplicar dos veces la ficha de observación una inicial antes la práctica de Zumba Kids y otra luego de la práctica de Zumba Kids, estas actividades derivaron a la conclusión que la práctica de Zumba Kids ayuda significativamente a la coordinación de movimientos diferenciados en los niños de educación Inicial II.Item Las canciones infantiles en el lenguaje bebetizado en Educación Inicial(Carrera de Educación Inicial, 2024-07-01) Gavilánez Barragán, Melany Margarita; Mantilla García, Jimena PaolaLa investigación se enfoca en analizar el aporte de las canciones infantiles en el desarrollo del lenguaje bebetizado en los estudiantes de Educación Inicial II en la Escuela de Educación Básica Jerusalén del cantón Ambato. El problema de esta investigación se centró en el desarrollo del lenguaje bebetizado, siendo el objetivo principal evaluar cómo contribuyen las canciones infantiles a este desarrollo en la mencionada escuela. Para ello se analizaron dos variables relevantes las canciones infantiles y el lenguaje bebetizado. La metodología empleada fue de enfoque cualitativo, con un nivel de estudio descriptivo, utilizando recursos bibliográficos, documentales y de campo para comprender el estado actual del lenguaje bebetizado en la institución. Las técnicas utilizadas incluyeron la entrevista y la observación, y como instrumentos se emplearon un guion de entrevista y una ficha de observación, aplicados a una población de 20 niños y niñas, además de 2 docentes de la institución. Los resultados mostraron que las canciones infantiles favorecen el desarrollo del lenguaje, enriqueciendo el vocabulario, mejorando la pronunciación y fortaleciendo la conciencia fonológica. Se propuso una guía metodológica compuesta por 10 canciones infantiles que contribuyen a la correcta pronunciación de palabras para un adecuado desarrollo del lenguaje en los niños de Educación Inicial.
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