Browsing by Author "Cabrera Vintimilla, Johanna Mercedes"

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Características de 15 niños y niñas con retraso del desarrollo psicomotor con discapacidad que asisten a los centros especiales del área urbana del cantón Cuenca: Universidad de Cuenca, Cuenca 2009
(2010-11-11) Cabrera Vintimilla, Johanna Mercedes; Cordero Ortiz, María Caridad; Huiracocha Tutivén, Mirian Sofía; Angulo Rosero, Aydee Narcisa
A descriptive study has been carry out where it was determined the characteristics of 0 to 5 years old children with delay of the psychomotor development with disability, among 15 children, boys and girls that attend two urban fiscal and private centers in Cuenca from January to June of the year 2009, establishing relationship with the following characteristics: malnutrition, abnormal cephalic perimeter, type of family, parents migration and type of caretaker. The test used for the evaluation of development were: the Brunet Lezine for the confirmation of the Psychomotor Development delay, the EVE guides for younger than 3 years and the BVD for ages from 3 to 5 years, to know if they fulfill the approaches of dependence. The results found were the following: 6.7% of boys and girls didn't present disability in spite of being in a special center and that same percentage presented migration of their father and the mother. in the gender the difference in percentage is minimal. The age has a medium of 30.2meses. 46.7% of the boys and girls showed under weight. 40% of the boys and girls showed low size. 13.3% showed global malnutrition; 6.7% showed microcefalia. the 86.7% were taken care by their mother, while the 13.3% were taken care by a different person. The variables in study demonstrate the situation of the studied children, many of them were presented in situation of social risk. KEY WORDS: Developmental disabilities, a descriptive study of motor skills disorders, early intervention, special education, Infant, Preschool.
Perspectiva docente sobre los rincones de lectura en centros de educación inicial
(Universidad de Cuenca, 2025-07-28) Peñaloza Remache, Andrea Fernanda; Cabrera Vintimilla, Johanna Mercedes
In several Early Childhood Education Centers (CEIs) in Ecuador, a lack of knowledge about the teachers' perception of the use of reading corners has been identified, despite the recognition of their importance for the integral development of children. This problem is aggravated by the scarcity of resources, spatial limitations and insufficient teacher training to apply effective mediating strategies. For this reason, the present research arises from the need to demonstrate the conceptions of 10 early childhood education teachers from three particular CEIs, through their experience in the use and management of reading corners. The objective was to examine the relevance of reading corners and the use they make of them; the research used a qualitative approach methodology, where a semi-structured interview was used as an instrument, which after an arduous analysis allowed to demonstrate significant findings on the impact of the use and management of the reading corner in the Comprehensive Child Development, on the other hand, the active role of the teacher as mediator and guide are essential in addition to the physical environment of the corner. Finally, part of the results allowed us to identify limitations such as lack of time and resources that delay the developmental processes if they do not have adequate guidance or orientation from the teaching staff.