Browsing by Author "Flores Sisalima, Isabel Catalina"

Now showing 1 - 5 of 5

Desarrollo de habilidades de la inteligencia emocional en niños y niñas
(2013) Flores Sisalima, Isabel Catalina; López Calle, Claudio Hernán
Thepresent studyaims to developinchildrenEmotional Intelligenceskillsfromthe implementationof activities. At firstcollectedinformationon Emotional Intelligencebased onMayerandSaloveyModel, identifies somemeasures, evaluation forms and highlights therole ofemotionalintelligenceand its benefitsin the lives ofthepeople. In a secondchapter examinesEmotional Educationas anengine for developmentofskills, identifying the objectives, contentand experience ofthe implementationof theseprogramsin some countries. In a second stageof researchwork witha group of44 children-girls whichare divided intotwo groups: a control group and an experimentalandwill be appliedto the experimental groupactivitiesprogramEmotional Intelligencefor three months, making evaluated before andafter theimplementation of the programwithan instrument calledTMMS/24. Finallywe compare theimpacts, and changesarisingwithingroupsstudy to determinethe benefits and consequencesofimplementing the program.
Estrategias de afrontamiento y estructura familiar de niños con necesidades educativas especiales asociadas a la discapacidad física y multidiscapacidad
(2015) Flores Sisalima, Isabel Catalina; Yacelga Ponce, Tarquino Patricio
The objective of this research was to identify the family structure and strategies of internal and external coping, which have been functional for families with children with educational needs associated with physical disability and multiple disabilities. Participants were parents - mothers or representatives of the Institute of Cerebral Palsy of Azuay, who had children with special educational needs associated with physical disability and multiple disabilities, families that met this requirement were 13 becoming the study group; Copes and an interview on Family Structure, for the collection of information - a survey called F was applied. The interview data were processed by Design Theory, pop open type and encoding. The most significant results were the identification of two types of families according to the typology proposed by Minuchin: extensive and uncontrolled, which dominated the flexible limits, parental, conjugal and fraternal subsystem. In terms of power management, the hierarchy was usually played by mothers, as well as the emotional role, and was the primary caregiver of children with disabilities. The functional strategy for families with a child with physical disabilities was social support and religious support; and for families who have a member with multiple disabilities restructuring.
Guía de estrategias para padres, que ayuden a desarrollar la inteligencia emocional en niños y niñas de 4 a 5 años
(2010) Chumbay Salazar, Ana Lucia; Flores Sisalima, Isabel Catalina; Toral Guerrero, Ana Lucía
Padres desarrollando competencias emocionales en sus hijos e hijas
(Universidad de Cuenca, 2020) Chumbay Salazar, Ana Lucia
Presencia de riesgo de dislexia en niños de tercero de básica de una unidad educativa
(2019-11-20) Carchipulla Llivichuzhca, Juan Pablo; León Sacoto, María Eugenia; Flores Sisalima, Isabel Catalina
The aimed of this research was to describe the presence of risk of dyslexia in third-grade students of Educación General Básica (EGB) of the Unidad Educativa del Milenio (UEM) “Manuela Garaicoa de Calderón”, from the city of Cuenca. The participants were 34 students, 22 boys and 12 girls, and students with special educational needs were excluded. The study was conducted with a quantitative approach, a non-experimental design and a descriptive scope. The study was execute using the Dyslexia in Children Test (DST-J) created in the United Kingdom, which has Spanish and Mexican scales, each adapted to different realities. There are also English and Spanish versions. This instrument has been created with the aim of detecting those children who are at risk of failure in reading. Their authors are: Angela J. Fawcett and Rod I. Nicolson. The results show that 50% of the students are at risk for dyslexia, all of them at different levels: mild, moderate and high being classified as some kind of risk, also provides a profile of strengths and weaknesses that can be used for planning curricular adaptations. It was observed that the participants present greater difficulties in the sub-test of semantic fluency, inverse digits and phonetic segmentation. The sample was disproportionate so it was not possible to make a significant difference between the level of risk of dyslexia and sex.