Maestría en Estimulación Temprana mención intervención en el Neurodesarrollo

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Guía para estimular el área socio afectiva con terapia lúdica en niños de 5 a 6 años con estrés que acuden al Centro de Estimulación Temprana Happy Children
(Universdidad Técnica de Ambato/Facultad de Ciencias de la Salud/Centro de posgrados, 2021-03-01) Pérez Guilcapi, Mayra Paola Lcda; Valencia Cepeda, María Cristina Ps. Cl.Mg.
In this research a playful guide is proposed to stimulate the socio-affective area in children from 5 to 6 years old who present stress, the population of this study corresponds to 30 children; of which 16 belong to the female sex and 14 to the male sex. The objective of this project is to establish the relationship between socio-affective development and the level of stress. The purpose of the research is to verify if playful activities are feasible to reduce the level of stress in children from 5 to 6 years old with socialization problems. The impact of this research will be evidenced in the change in attitude of infants to possible stressors that can be detected by health professionals, educators, parents, etc. In addition, this research is feasible because it has bibliographic evidence and the support of the Happy Children Early Stimulation Center, which has the appropriate space and material to carry it out. In this study, two tests were selected to obtain the necessary data and information; the EECI Daily Stress Test, which consists of 36 questions focused on the social, family, academic environment and the Denver II test, which measures the global development of the infant in children from 0 to 6 years old, which focuses on 4 areas of development such as: gross motor area, fine motor language and social area; with emphasis on the valuation of the personal social area. It was concluded that the majority of infants present abnormal socio-affective development, impairing their level of learning and development, especially in the social area. Regarding stress levels, it can be stated that a large number of infants are between the medium, high and very high levels, causing serious socialization problems, generating school, physical, psychological and communication difficulties.
Implementación de una Sala Multisensorial, para la Estimulación del Desarrollo en niños de 4 a 6 años
(Universidad Técnica de Ambato / Facultad de Ciencias de la Salud / Centro de posgrados, 2022-05-01) Prócel Macías, María Belén Lcda.; Gutiérrez Jácome Lcda. Mg., Diana Beatriz
Stimulating development is relevant in the first years of life and the application of sensory activities in the different spaces where the child develops is of vital importance to establish neural connections through the perception of the senses. The objective of this research was to implement a multisensory room for the stimulation of development in children from 4 to 6 years of age, from the "Gabriela Mistral" Educational Unit in the city of Latacunga. We worked with a population of 35 preschool children, the mean age of the children was 4.66 years, with a standard deviation (SD) of 0.48; There are more men than women, with a sex ratio of 0.75/1 or 75/100. The study was quantitative and quasi-experimental with the application of the instrument "Portage Guide" and it was obtained as a result in the classification of development that 88.6% of children are "started" in language development; 80% “started” in motor development; 85.7% "started" in social development and 80% "started" in cognitive development; with the frequency of "alert" in the global development of children of 83%. After the intervention with the activities for the children and applying the initial instrument, a significant increase in language development was obtained with 94.29%; motor development with 94.29%; social development with 97.14% and cognitive development with 94.29%. And with the analysis of the Chi square test, a total of 94.3% was obtained with a p value: 0.00 as a margin of error. It is concluded that the tool used for the educational institution contributes to child development, encourages the integration of all the senses and gives enjoyment to children who are in the process of learning.
Programa de estimulación fonológica y discriminación auditiva en niños de 2 a 4 años.
(Universdidad Técnica de Ambato/Facultad de Ciencias de la Salud/Centro de posgrados, 2021-03-01) Gutiérrez Tobar, Cristina Leticia; Infante Cruz, Delia Dra.
This research was carried out with the purpose of analyzing phonemes and hearing discrimination in children 2 to 4 years of age of the Solmat early stimulation center through the EDAF test that belongs to the Lebón editions, Barcelona, (2015). According to the researchers of this test they suggest that this age is considered suitable for timely learning and review of deficiencies in children and possible causes of because deficiencies are generated. The methodology used was qualitative analytical and quantitative observational, through the first one obtained theoretical information of scientific recognition of the journals: Redalyc and scielo, to observe the study variables with the respective analysis and the second: numerical data was obtained to handle objective information, because relevant information was used the statistical program of Spss, to manage the information and this program allowed to correlate the variables of phonological stimulation and auditory discrimination. Finally, after analyzing the results where it was observed that boys have a higher percentage of hearing discrimination than girls, a support program called "Phonological Stimulation and Hearing Discrimination Program" was created, which is divided into 4 parts: phonological discrimination in words, auditory sequential memory, discrimination of sounds of the medium and discrimination figure - background each is divided into 2 subactivities for greater learning.