Carrera de Educación Inicial
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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.Item Los huertos pedagógicos y la persistencia de tareas a largo plazo 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) Oñate Ortiz Yajaira del Pilar; Yungán Lema Jorge Vinicio; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialThe present research, titled “Pedagogical Gardens and Task Persistence in Children Aged 4 to 5,” aimed to determine how the use of pedagogical gardens can serve as an effective teaching strategy for developing persistence in young children when completing long-term tasks. A qualitative study with a non-experimental, exploratory, and descriptive design was conducted. The research instruments included an observation sheet applied to 17 children in the Initial Level 2 at Unidad Educativa San Isidro Labrador, located in the Picaihua parish, canton of Ambato, and a structured interview with two teachers responsible for the pedagogical process. The results show that the implementation of the school garden promotes attention, responsibility, selfregulation, and sustained commitment in children, facilitating the development of persistence, even in tasks that require continuity and patience. Furthermore, it was found that most children persevere through difficulties, return to tasks with interest, and show satisfaction with the outcomes achieved. This confirms that the garden enables the planning of activities that stimulate the development of social, emotional, and cognitive skills, especially those related to sustained effort and intrinsic motivation. In conclusion, the school garden is a useful teaching tool that encourages the formation of persistence habits from an early age, contributing to the comprehensive development of the child.Item La lectura recreativa en el desarrollo de la expresión oral 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) Quinatoa Coque Mayra Beatriz; Ballesteros Casco Tamara Yajaira; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Carrera de Educación InicialLa lectura recreativa cumple un papel fundamental en el desarrollo de la expresión oral, pues permite que los niños expresen ideas, pensamientos, sentimientos y que se comuniquen con claridad. Por tal motivo se tiene, como objetivo general analizar la lectura recreativa en el desarrollo de la expresión oral en niños de 4 a 5 años. La investigación se desarrolló con un enfoque cualitativo, de tipo básica, el cual posee un alcance descriptivo. Para la recolección de datos se utilizó técnicas como la observación y la entrevista que fueron dirigidas tanto a los niños y a los docentes de Educación Inicial II. En esta investigación se puedo identificar las características de la expresión oral. Los resultados obtenidos reflejan aspectos importantes tanto de la lectura recreativa como del desarrollo de la expresión oral en niños de 4 a 5 años, permitiendo a los infantes tener hábitos lectores desde edades tempranas que permite leer por diversión y más no por obligación desarrollando así su imaginación y creatividad. Se analizaron estrategias que muestran la implementación de actividades afectivas, creativas y lúdicas que despierta el interés de los infantes por leer, desarrollando así la pronunciación, fluidez y claridad en los niños al momento de comunicarse, del mismo modo el rincón de lectura es un ambiente de aprendizaje dinámico y participativo. Esta investigación radica en comprender a la lectura recreativa como un medio natural y motivador para fortalecer habilidades cognitivas, que enriquezcan su vocabulario, comunicación y estimular la expresión oral aportando a un desarrollo integral de los infantes desde la primera infancia.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.