Browsing by Author "Dávalos Molina, Juana Catalina"

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Actitudes del docente frente a la inclusión de niños con necesidades educativas especiales asociadas a una discapacidad
(2017) Vega Feijoó, Patricia Katherine; Dávalos Molina, Juana Catalina
This research looks for analyze the importance of the attitude of teachers in face of the presence of Children with Special Educational Needs associated with a physical or cognitive disability, its topic is included within the attention to diversity. The inclusive school looks for attend to the existing diversity in the educational field. To do this, it is necessary to move from a homogenizing approach to one based on the heterogeneity of the human being. One of the agents that could contribute or hinder the inclusive processes is the teacher, here is the interest to know the attitude that he or she reflects when working with diversity, especially with those who have Special Educational Needs associated with or physical and cognitive disabilities. This research is based on a bibliographical review, analysis and systematization of diverse sources and authors. This information has been found from scientific journals, books and digital databases. The results found show us that the teacher is one of the most important and influential agents in pedagogical mediation, with positive attitudes that would contribute to create a better inclusion of students with physical and cognitive disabilities. On the other hand the negative attitudes tend to encourage rejection and exclusion. Finally, some techniques that the teacher could implement to improve his or her attitude toward students with Special Educational Needs associated with a disability are described.
Las adaptaciones curriculares: pilar fundamental para el ejercicio de la educación inclusiva de niños con necesidades educativas especiales
(2018) Cevallos Lucero, Wilmer Leonardo; Jimbo Jerez, Johanna Gabriela; Dávalos Molina, Juana Catalina
The educational policies that govern inclusive education, contemplated in the legal and regulatory documents of the Ministry of Education, are a reality in theory, since, it has been documented, that exclusion practices persist within the classroom. Faced with this, within the options to promote real inclusion, curricular adaptations are one of the strategies to support the inclusive processes of children with special educational needs. The objective of this monograph is to determine the contribution of curricular adaptations to the inclusive processes of children with special educational needs. For this, a compilation, review, synthesis and analysis of several bibliographical sources was carried out, which were divided into two categories: inclusive education and curricular adaptations. In these categories there are components that allow to affirm the existing relationship between the two, that is, the curricular adaptations are a fundamental pillar for the exercise of inclusive education of children with special educational needs. At the end of this research, it is concluded that curricular adaptations are a way to generate democratic education in classrooms, since it seeks to provide the same educational opportunities to all students regardless of whether they have an special educational needs or not.
Desarrollo de habilidades lógico-matemáticas en niños de 1 a 3 años a través de la lúdica
(Universidad de Cuenca, 2022-09-19) Jaya Córdova, María José; Pulla Gómez, Paula Emilia; Dávalos Molina, Juana Catalina
The present investigation is about the logical-mathematical skills through entertainment of the first early childhood, since a monograph and under the assumption that the early development of math has an impact on later school performance of kids. Therefore, the purpose of this study was to determine entertainment strategies to encourage skill development in children 1 to 3 years old to encourage pedagogical innovation in early childhood education classrooms. For it, through using a qualitative methodology, a descriptive documentary research was carried out for the bibliographic analysis of the different logic-math skills from the application of the game; and a field work was carried out for the systematization of the playful strategies that stimulate the development of logic-math skills in children of 1 to 3 years old, through semi-structured interviews with teachers working in the sub-level I of Early Childhood Education. All this made it possible to demonstrate the importance of the game-mathematics relationship and interdisciplinary work in the early years and the identification of playful strategies for logical-mathematical skills. So that it contributes to educational innovation within the Ecuadorian context at the initial level.
Desarrollo emocional de niños y niñas de 4 a 6 años mediante la literatura infantil
(Universidad de Cuenca, 2023-09-05) Contento Torres, Irma Irene; Tepán Villa, Diana Cristina; Dávalos Molina, Juana Catalina
This is a monographic work and its objective is to research the relationship between emotional development and children's literature. It is recognized the relevance of this topic in the integral formation of children, and children's literature is highlighted as an adequate didactic tool for its application in the classrooms of Early Childhood and High School Education. The study focuses on determining the significance of using children's literature as a resource to facilitate the emotional development of infants from 4 to 6 years old. For this purpose, documentary research with an explanatory descriptive approach was carried out, analyzing the two key categories: emotional development and children's literature, through the study of bibliographic sources. Furthermore, field work was carried out in an educational unit of the city of Cuenca, specifically in the classrooms of Initial II and Preparatory. During this stage, different genres of children's literature were applied, such as songs, stories and plays of their own authorship, with the purpose of contributing to the emotional development of the students. The results confirmed that children's literature, in its different genres, is an effective means to promote integral development, especially in the emotional area, during early childhood, since children can enhance their imagination, express, recognize and control their emotions and feelings, both their own and those of others.
Efectividad del programa Pienso en el rendimiento escolar
(2022) Dávalos Molina, Juana Catalina; López Orellana, Cindy Tatiana; Bojorque Iñegues, Gina Catalina; Bojorque Iñeguez, Vilma Mariela
Introduction: different international studies highlight the importance of stimulating the intelligence of schoolchildren to improve their academic performance, replicating these experiences at the local level is the motivation of this work.Objective: to determine the effectiveness of the PIENSO program in the school achievement of Cuenca children aged 8- to- 9 years.Methodology: a quasi-experimental study was carried out in 13 urban public schools in the city of Cuenca, a total of 329 children in the fourth year of basic education participated, 183 minors were randomly assigned to the experimental group that received the PIENSO program, 146 were included in the control group. The students were evaluated using the Wechsler intelligence scale before and after the intervention with this program. The performance appraisal was taken from the report card.Results: the children of the experimental group obtained significantly higher scores in the school performance tests (mean 8.59) than the students of the control group (mean 8.47).Conclusion: the children who participated in the modules of the PIENSO program obtained a better school performance than those of the control group.
El aula como entorno inclusivo para el desarrollo integral en la primera infancia
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Coronel Togra, Belén Abigail; Déleg Arpi, Doménica Denisse; Dávalos Molina, Juana Catalina
The present degree project is a monographic study that addresses the classroom as an inclusive environment and the integral development in early childhood. These topics are considered important in the educational field due to the great diversity of contexts, making it essential to address needs through an education that values and respects differences and individual characteristics. Therefore, the objective of this study was to analyze the role of the classroom as an inclusive environment in early childhood for the integral development of children. To achieve this objective, a qualitative approach was used for the bibliographic analysis of the two main categories of the study, through documentary research with a descriptive and explanatory scope. This methodology made it possible to explain the relevance of the different aspects necessary to build an inclusive environment, as well as to describe key concepts that help to understand the importance of promoting integral development from the earliest years of life. In this way, a theoretical perspective reveals the strong relationship between the classroom environment and children’s well-being. Finally, a proposal for the setup of an inclusive classroom in early childhood education is presented, based on a review of the literature. This led to the conclusion that classrooms are the result of collaborative work between educational agents and society in general, with a common goal: the optimal development of children from diverse backgrounds.
El cuento motor y su aporte a la estimulación del pensamiento creativo
(Universidad de Cuenca, 2022-09-13) Maldonado Urgiles, Paula Mayte; Matovelle Carrillo, Patricia Elizabeth; Dávalos Molina, Juana Catalina
The present curricular integration work is of a monographic type in which the motor story and creative thinking are investigated, topics considered important to implement in Early Childhood Education. Therefore, the objective of this monograph was to analyze the use of the motor story in children from 3 to 5 years old through the theoretical postulates for the stimulation of creative thinking. In consequence, this monograph is developed with a qualitative approach using descriptive documentary research, which one allows us to characterize the two categories of study through a bibliographic analysis: motor stories and creative thinking beginning with the imagination and the creativity. In addition, a field work was realized with the final purpose of applied two own motor stories to stimulate the creative thinking at two Early Childhood Education centers in the cities of Azogues and Cuenca. Finally, the results obtained highlight that the motor story is an ideal resource to stimulate each of the areas of development that make up creative thinking in children from 3 to 5 years old.
El juego y el arte como estrategias inclusivas para la primera infancia
(Universidad de Cuenca, 2023-09-04) Tenesaca Niola, Roxana Elizabeth; Dávalos Molina, Juana Catalina
This degree work is of a monographic type, in which the game and art are analyzed as inclusive strategies for early childhood due to they are considered fundamental in Initial Education. The game and art are considered essential for personal, social, and cultural development since they become inclusive strategies that allow children to be stimulated according to their needs so that they can involve in the classrooms of Initial Education. Hence, this monograph's objective was to analyze the game and art strategies promoting educational inclusion in children in early childhood. Therefore, this monograph is developed through documentary research, with a descriptive-explanatory ambit, which allows specifying two reference study categories, on the other hand, the game, and art, as well as the inclusive strategies. Finally, a field work was carried out where semi-structured interviews were applied to initial education teachers in the city of Cuenca, which evidenced that games and art are used as inclusive strategies to work at the initial level and promote a space of transformation and participation in children from their potentialities.
El rol del docente frente a la educación basada en la diversidad de sus estudiantes
(Universidad de Cuenca, 2021-11-19) Patiño Quezada, Johanna Lizbeth; Dávalos Molina, Juana Catalina
This monographic paper was framed in the field of inclusive education, where educational diversity is considered. For this reason, it was considered essential to look at the role of the teacher in education based on the diversity of their students. In this way, the research presented as an objective to determine bibliographically the role of the teacher in the teaching-learning process in front of education based on the diversity of the students in the context of basic education. To fulfill the objective, bibliographical research was carried out of several documents released on the web that presented reliable and relevant information on the subject to be worked on, it should be noted that this presents a qualitative approach. Thereby, it was concluded that the teacher in the teaching-learning process, in front of education based on the diversity of his students, will assume a role based on historical, social, affective, cultural, economic, motivational factors, among others, which will be reflected in the actions of the classroom, either positive or negative when exercising an education based on educational diversity.
El rol docente frente a la inclusión en la educación inicial
(Universidad de Cuenca, 2023-08-31) Carrión Cazorla, Ana Cristina; Cordero García, María de los Ángeles; Dávalos Molina, Juana Catalina
This is a monographic study and covers inclusion in the classroom, under the premise that the role of the teacher is essential in this process and has a great impact on children's learning. Therefore, the objective of this study is to analyze the teacher's role in early education inclusion. A qualitative approach was used in this monograph, in which documentary research with an exploratory descriptive scope was carried out to determine the role of the teacher in relation to inclusion from the bibliographic analysis. In addition, field work was carried out to complement the researched theory, through the application of semi-structured interviews and observations to early education teachers in the city of Cuenca, to identify the perception of teachers about their role regarding inclusion. In this way, it was shown that the role of the teacher is essential, since he/she provides children with learning in relation to their needs, and must also foster a positive environment and respect for differences. However, the analysis of the interviews and observations about the teachers' perception revealed that despite knowing the theoretical part of inclusion and the existence of inclusive public policies, the educators do not make changes in their methodology, since they do not implement pertinent strategies that respond to individualities, they only focus on watching the children play and prevent them from hurting themselves.
Estrategias didácticas que fomentan la inclusión social y cultural en Educación Inicial
(Universidad de Cuenca, 2021-10-22) Cedillo Yungazaca, Allison Brigitte; Dávalos Molina, Juana Catalina
The present research work "Didactic strategies that promote social and cultural inclusion in early education" arises from the question "What didactic strategies promote social and cultural inclusion in early education?, the purpose of this study is to promote social and cultural inclusion in Early Education through didactic strategies to generate nondiscriminatory environments. For the development of this work, a qualitative methodology was used, making use of the semi-structured interview as a technique for collecting information, selecting the sample from categories that delimit the participants, among which is having had experience or situations related to inclusion and also that they are teachers belonging to the public sector of education in the city of Cuenca. At the end of the study, it was concluded that teachers do not have the necessary preparation or tools to achieve inclusion due to social and cultural diversity, since they do not consider it necessary to carry out this type of process at such young ages
Estrategias para desarrollar la mediación docente en las aulas de EGB
(2015) Romero Pauta, Wilson Marcelo; Dávalos Molina, Juana Catalina
In this degree project, it is developed the topic of pedagogical mediation, understood as a process inherent to the educational act. Educational mediation implicates doing adaptations needed to develop the effective communication within the educational interaction. For this reason, educational mediation pretends to develop a critic and reflexive thinking, placing the mediated agent in a self-development position, capable to understand social issues and to acquire a position on these. Some specific aims of the investigation are to identify some constructivist approaches about the teacher mediation and the significant learning; to analyze the teacher’s role as mediator in the Basic General Education learning process, and to identify strategies to develop mediation within the classrooms. For their accomplishment, it has been worked methodologically with bibliographic investigation. The results of the bibliographic research show that the educational mediation, considered as communicational interaction, represents a way to generate meaningful learning. The reviewed documentation reveals the existence of teaching strategies which may be a support in the classroom, so, through mediation, the active participation of students, and the building of their knowledge could be encouraged, as well as to contribute to the learner’s development.
La atención a la diversidad en el aula de educación básica: estrategias para su implementación
(Universidad de Cuenca, 2021-12-15) Ávila Delgado, Adrián Esteban; Fajardo Taday, Evelyn Adriana; Dávalos Molina, Juana Catalina
The present monographic research, within the educational field, aims to demonstrate how the implementation of strategies contributes to the improvement of attention to diversity in the classroom. For this, a qualitative research methodology has been followed, based on documentary analysis. To carry out the research, information has been compiled from different bibliographic sources in order to carry out the respective conceptualization of attention to diversity and strategies to attend it. Likewise, it has been possible to identify the main organizations and institutions, both international and national, that intervene in the organization for the attention to diversity, based on the politics of each country. After the bibliographic review, it was concluded that the application of strategies to attend to diversity constitutes a potentiating factor in the students' learning process, since it allows the teaching process to be adapted to a heterogeneous context, that is, to seek strategies that are adapted to the different realities and learning styles of children, taking into account their individuality and the different moments of the class. In this way, with the application of strategies, a better performance can be achieved by the students, and consequently the educational quality of the institutions would improve, as the individuality of each student is recognized.
La comunicación entre la familia y la escuela y su influencia en el desempeño escolar de niños y niñas
(Universidad de Cuenca, 2021-10-15) Chablay Maza, Nube Cristina; Dávalos Molina, Juana Catalina
The integration between family and school, in most cases, is a complex and difficult fact, however, the school results obtained by children depend to a great extent on the communication between family and school, furthermore, the communication between the two institutions is one of the decisive factors for the student's performance to be positive; through communication, approaches and collaborations aimed at a common work that benefits the children are achieved. This degree work is located in the educational field; its objective is to analyze in a bibliographic way the different forms of communication between the family and the school to recognize its influence on the school performance of children; the analysis and synthesis was carried out through rigorous reviews of books, scientific journals, academic articles, theses on the subject, among others. With the information obtained, two variables were determined that guide this work, family-school communication and school performance; during the review of these variables, it was found through different factors that communication between the family and the school is directly related to children's school performance, and it was also found that the influence of communication on school performance is a determining factor. Finally, it is concluded that communication aimed at strengthening school processes does influence children to reach the achievements and goals established during their school career
La educación inclusiva: formación docente para nivel inicial y preparatoria
(Universidad de Cuenca, 2024-09-04) Jarama Tigre, Jessica Gabriela; Rocano Orellana, Mercy Johmara; Dávalos Molina, Juana Catalina
This monographic study focuses on teacher training in inclusive education at the preschool and kindergarten levels, emphasizing its importance for teaching students with diverse needs. The aim of this research was to analyze how teachers are trained in inclusive education at these educational levels. To achieve this objective, a qualitative approach through documentary research with both descriptive and explanatory scopes was employed. This methodology allowed for an examination of how preschool and high school teachers are trained in inclusive education within both international and national contexts. An analysis of systematically compiled literature was conducted, linking the categories of teacher training and inclusive education. The conclusions of this study highlight that teachers are crucial and influential in the mediation of teaching; Therefore, adequate training will contribute to better inclusion of learners, providing quality education that addresses the specific educational needs of all students. Finally, it is essential that teacher training programs integrate inclusion as a cross-cutting theme rather than as isolated subjects. This approach is crucial for trainers at the early childhood and preparatory levels to ensure the holistic development of children.
La educación inclusiva: la práctica docente en la atención a la diversidad del alumnado
(Universidad de Cuenca, 2021-02-24) Pañi Pañi, Santiago Edisson; Quito Jara, Luis Fernando; Dávalos Molina, Juana Catalina
Attend the diversity of students is undoubtedly one of the most important challenges facing regular teachers. However, if you want these to be inclusive and able to educate in and for diversity, it is essential that they have the opportunity to experience these experiences, which requires profound changes in their practice and role. Before this, the modality of this monographic degree work, which is located in an educational and social field, aims to demonstrate bibliographically what role the inclusive teacher must assume in his practice in attention to the diversity of students and that it serves as input for future research. To reach this objective, worked on a collection, review, analysis and synthesis of various books, academic articles, websites, doctoral thesis, among others. Likewise, it was divided into two categories: teaching practice and attention to diversity. After checking these two variables, factors were found to show the relationship between them, and in turn, to mention competencies that inclusive teachers must have to attend diversity. At the end of this work, it is concluded that the role of the inclusive teacher is fundamental in the attention to diversity because it will depend on him to intervene positively or negatively in the learning ofstudents and thus provide a quality education
La inclusión de niños y niñas con Síndrome de Down en Educación Inicial y Preparatoria
(Universidad de Cuenca, 2023-08-30) Sánchez Quinde, María Belén; Sinchi Barbecho, Viviana de los Ángeles; Dávalos Molina, Juana Catalina
This degree thesis is of a monographic type, in which educational inclusion and Down Syndrome are addressed, issues that are considered important in the early childhood educational field, because inclusion at this stage offers opportunities to learn and accept individual differences, therefore the objective of this study was to investigate how the inclusion of boys and girls with Down Syndrome is carried out in Initial and Preparatory Education. For this, a qualitative approach was used, using documentary research of a descriptive nature, for the bibliographic analysis of the two categories of study. In addition, an exploratory investigation was carried out, through a fieldwork, in which semi-structured interviews were applied to teachers of both special education and regular education of the Initial and Preparatory levels, the collection of information was complemented with a non-participant observation made to two educational institutions of the city of Cuenca. In this way it was evidenced that the educational inclusion of children with Down syndrome is carried out through the implementation of inclusive measures and practices that promote the intervention and active collaboration of all educational agents responsible for achieving educational inclusion in a regular system.
La música como estrategia didáctica para el desarrollo de la expresión corporal en Educación Inicial
(Universidad de Cuenca, 2022-09-08) Vanegas Toledo, Monica Andrea; Zhagui Chacha, Pamela Fernanda; Dávalos Molina, Juana Catalina
In this work we investigate about music and corporal expression, which constitute an important issue in Early Childhood Education, because corporal expression is essential for the integral development of children. Therefore, the objective of this study was to analyze, by applying a bibliographic methodology, the importance of music as a didactic strategy for the development of corporal expression in Early Childhood Education. In this monograph we use a qualitative approach, and we conducted a descriptive documentary research to determine the relationship between music as a didactic strategy, and the development of corporal expression from the bibliographic analysis. In addition, the field work was carried out to complement the theoretical support, through the application of semi-structured interviews to teachers in the city of Cuenca, who work at the Early Childhood Education level. The conclusions indicate that music, from its different genres, is one of the main strategies in Early Childhood Education to develop corporal expression and, at the same time, it contributes in an integral way to the development of the different areas. For this reason, it is necessary to emphasize that teachers should know the benefits and the way to stimulate corporal expression through music. Highlighting, emphasized that through musical playful teaching, skills are developed in the infant
Perspectivas de los estudiantes de formación docente de la carrera de Educación General Básica sobre las prácticas preprofesionales
(Universidad de Cuenca, 2020-04-02) Cuzco Quizhpe, Sonia Marlene; Dávalos Molina, Juana Catalina
The present investigation was proposed with the objective of analyzing the perspective that the students of the Basic General Education career of the University of Cuenca have on preprofessional practices and contrast them with the program's approaches to this subject. The study was developed under the quantitative method in the bibliographic and observational modality of descriptive type based on field research. A sample of 57 students enrolled in the eighth cycle of the Basic General Education course, course Seminar II: Systematization of Preprofessional Experiences at the University of Cuenca, was selected as a questionnaire used by Illanes (2007) to assess the perspective and performance of undergraduate students of Physical Education for Basic Education in relation to their professional practice, which was analyzed and reviewed to obtain the questions that most related to the research topic. According to the results obtained, students maintain a low perspective in terms of personal, classroom and institutional dimensions. However, they considered the university training received as good, in that it has allowed them to develop skills, abilities, skills, resources and tools according to the requirements of the practices, with which to face each situation that is presented in the classroom of lessons. When contrasting these results with the contents for the Preprofessional Practices Seminars I and II: a gap was perceived between theory and practice, which leaves room for the improvement of this formative educational process related to the development of preprofessional practice.
Políticas públicas de inclusión en el aula de educación inicial desde el accionar docente
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-14) Ávila Calle, Jennifer Dayanna; Romero Seade, Juliana; Dávalos Molina, Juana Catalina
This monographic degree work analyzes the importance of inclusive public policies as a tool to guarantee an education that is inclusive and of good quality. Inclusive education is a topic of current relevance, which is why public policies exist to facilitate education in this context. For this reason, the objective of this monograph was to analyze the impact of inclusive public policies on teaching practices inside the preschool classroom. To this end, a descriptive and explanatory documentary research was conducted, addressing two categories of study: inclusive public policies and teacher performance. The conclusions show that teacher’s actions/performances are important because they help comply with the regulations and laws enacted by the government in order to guarantee the right to education for all. This aspect can only be achieved if the teacher and the educational community present a significant and evident commitment to the common good of the students. In this context, the importance of collaborative work, starting with policies as theory and ending with the student in practice, is highlighted.