Educación Inicial-Pregrado

Permanent URI for this collectionhttps://dspace-test.ucuenca.edu.ec/handle/123456789/36886

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Browsing Educación Inicial-Pregrado by Author "Bojorque Iñegues, Gina Catalina"

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    Desarrollo de la geometría en niños de 4 años
    (Universidad de Cuenca, 2024-09-10) Garzón Picón, Daniela Anabel; Esparza Ávila, Paula Alejandra; Bojorque Iñegues, Gina Catalina
    The present study had two main goals, the first was to determine the level of development of geometric skills of 4-year-old children, and the second was to analyze if there is a relationship between the level of maternal education and children’s geometric performance. For this, was quantitative approach of descriptive in scope was used, with the participation of 60 preschool children attending public and private schools in the city of Cuenca. Children's level of geometric development was evaluated using the Tools for Early Mathematical Assessment test and the Spatial Thinking test. Data on the level of maternal instruction were obtained from the socioeconomic records filed by the teachers in each classroom. The results indicated that the children have low geometric performance and that there are large individual differences in that performance. In addition, the level of maternal instruction was not correlated with the children's geometric skills. From the educational point of view, the results of this research point to the need to implement educational interventions that stimulate essential geometric skills in Ecuadorian preschool classrooms.
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    Desarrollo numérico de niños de 4 años mediante la lectura dialógica de cuentos ilustrados
    (Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-15) Japa Villa, María del Carmen; Pesántez Sánchez, Milena Esperanza; Bojorque Iñegues, Gina Catalina
    The numerical skills children acquire during the first years of life are fundamental for solving everyday problems and for their present and future academic performance. There are several strategies for developing early numerical skills, with dialogic picture book reading being one of the most effective in preschool. However, it has been reported that this strategy is rarely used to teach mathematics. Therefore, the objective of this research is to determine the effectiveness of dialogic picture book reading with mathematical content on the numerical performance of 4-year-old children. The participants were 48 children from two urban public schools. Following a pretest-intervention-posttest design, the children were randomly assigned to an experimental group (with picture book reading) or a control group (without picture book reading). The results indicated generally poor numerical performance among the children, with large individual differences. Furthermore, it was found that children in the experimental group made greater progress in their early numeracy skills than those in the control group. At the end, the most notable findings are discussed of the study, along with their practical implications and proposals for future research.