Educación Inicial-Pregrado

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Actitudes y percepciones de los docentes frente a la inclusión en nivel inicial de la ciudad de Cuenca-Ecuador en el período lectivo 2024-2025
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Barahona Morquecho, Valeria Lissbeth; Uyaguari Noriega, Yezabel Renata; Delgado Granda, Ana Liliana
Inclusive education seeks to integrate all students, regardless of their abilities or individual characteristics, within a supportive and equitable learning environment. Existing research highlights the crucial role of teachers’ perceptions and attitudes in the successful implementation of inclusive practices. However, there is a notable gap in studies specifically examining these perceptions within the context of early childhood education. This study aims to analyze how teachers’ attitudes and perspectives influence the effective implementation of inclusive education at the early childhood level. Employing a qualitative, descriptive research design, the study will involve 10 early childhood educators selected through convenience sampling from three public institutions. Data will be collected through semi-structured interviews to explore teachers’ opinions, experiences, and strategies related to inclusion. The study seeks to identify dominant attitudes, inclusive practices, the challenges teachers face, and the types of support they require. Findings are expected to contribute valuable insights for enhancing inclusive educational practices and informing teacher training programs in early childhood settings.
Análisis comparativo de percepciones docentes sobre la implementación del proceso de transición educativa del subnivel preparatoria a básica elemental
(Universidad de Cuenca, 2021-10-06) Pesántez Sigua, Yajaira Gabriela; Pérez Fajardo, Inés Cristina
The present work on curricular integration aims to expose the importance of educational articulation between grades and the role of the educator in this situation, which implies changes and adaptability for five and six year olds who go through a transition process. Therefore, as a general objective of this study, it has been proposed to analyze the teachers' perceptions on the implementation of the transition process from the preparatory sub-level to basic elementary in Ecuador compared to another country with different legislation. To adequately understand how the need to investigate this issue arises, four chapters were developed, which describe the antecedents of the educational reforms in Ecuador and how they have influenced the continuity between the first and second grade; justifying the importance of establishing articulation programs for an adequate development of the students. In the following chapters, the fundamentals of transition, articulation, and the studies that demonstrate that these processes are essential for positive schooling are presented. Finally, the analysis is made between the perceptions of the teachers who work at these levels, conducting semi-structured interviews with twelve teachers from a public and a private institution in the city of Cuenca; thus establishing categories for comparison between Ecuadorian centers and with a Colombian study on the subject. The results allowed determining that the teachers' perceptions adhere to the theory, but their actions are different within each educational establishment regardless of the legislation
Análisis de prácticas inclusivas desde la gestión curricular en el primer año de EGB
(Universidad de Cuenca, 2021-10-14) Pintado Mejía, Jessica Alexandra; Izquierdo Molina, Anita Catalina
The objective of the study was to analyze the existent inclusion practices in the curricular management of the macro, meso and micro curricula of the first year of Educación General Básica (Basic General Education) - EGB in the public and private sector to describe the reality of different educational institutions. The study was proposed from a qualitative approach. In addition, a type of exploratory and descriptive research was chosen to be developed since it was expected to know the ideas and opinions of the participants. The instrument that was applied was a semi-structured interview with 4 school principals and 6 teachers from public and private institutions in the city of Cuenca. In conclusion, it is shown that inclusive education seeks to serve the most vulnerable groups, but as a result of the interviews: it is highlighted that teachers are at a medium level of training in this subject. Thus, we consider that it is a great challenge to work with children who have different abilities, either due to lack of knowledge, information or lack of preparation to deal with some subjects. For this reason, training is considered a fundamental basis to respond to every unexpected situation and to know how to act when facing any “challenge” that may come up
Criterios docentes para la selección de recursos didácticos en educación inicial
(Universidad de Cuenca, 2022-09-09) Criollo Duta, Beatriz Fabiola; Segarra Barros, Paola Estefanía; Izquierdo Molina, Anita Catalina
The objective of this degree work was to understand the criteria on which Early Childhood Education teachers base the selection of didactic resources in the classroom. The study was based on a qualitative approach, with a descriptive scope. A semi-structured interview was used as an instrument to obtain information about the criteria used by Early Childhood Education teachers, in the urban and rural sectors of the city of Cuenca. We obtained the following conclusions: for the selection of didactic resources, the teachers consider the recommendations made in the Early Education Curriculum and take into account the socioeconomic factor of the families. They also select the different resources to be used, depending on the age of the infants and the pre-school level. Likewise, the technological field is important because children are more exposed to technology and, for this reason, teachers consider it necessary to have training to be updated in the latest developments in education and technology, and to be able to implement technological resources in the teaching and learning process.
Desafíos que enfrentan las docentes de Educación Inicial en ambientes virtuales de aprendizaje en el contexto de la pandemia
(Universidad de Cuenca, 2022-09-12) Bueno Quizhpi, Karla Soraya; Mogrovejo Juela, Carmen Adriana; Izquierdo Molina, Anita Catalina
This research aims to understand the challenges Early Childhood Education teachers face in Virtual Learning Environments (VLE) in the context of the pandemic. A monographic work was elaborate with a qualitative approach with a descriptive-exploratory scope. Six teachers were in charge of the Early Education levels during the pandemic and belonged to the public and private institutions in rural and urban areas of the of Azuay-Ecuador province participated in the study. For theoretical support, was carried out documentary research. Afterward, a semi-structured interview was applied in two modalities: virtual and on-site, for which a questionnaire of openended questions was produce to obtain information. The results indicate that the teachers have made efforts in their pedagogical practice during the pandemic, emphasizing the search for alternatives to promote the emotional well-being of themselves and their students during the virtual period. Faced with the need to support the families, they took biosecurity risks to go to the homes and provide the material to continue with the infant's learning without taking into account the personal situations of the teachers.
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 de la conducta en nivel inicial: el rol de las funciones ejecutivas
(Universidad de Cuenca, 2024-09-06) Gavilanes Quizhpi, Erika Jessenia; Veintimilla Serrano, Eva Natalia; Villalta Chaungata, Blanca Cecilia
The present degree work is of a monographic nature and its main objective is to determine the influence that executive functions have on the behavior development of children at the initial level. This study has a qualitative approach, and therefore employs documentary research. It is worth noting that this study has reaffirmed the fundamental role that executive functions play in problem-solving, planning, emotional and behavioral regulation, as well as their importance in academic, social, and emotional development. Thus, it emphasizes the stimulation of inhibition, working memory, and cognitive flexibility, proposing that both teachers and family members provide a rich environment in stimuli to facilitate the learning of socially accepted behaviors that aid in community integration.
Desarrollo de la creatividad en niños y niñas de educación inicial mediante el modelo Reggio Emilia
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-22) Delgado Merino, Marcia Noreydi; Herrera Jarrín, Paola Alejandra; Izquierdo Molina, Anita Catalina
This monographic thesis explores the development of creativity in early childhood education through the Reggio Emilia approach. A bibliographic review was conducted with the aim of understanding the influence of implementing the Reggio Emilia model on fostering creativity in young children. The study adopts a qualitative methodology, using a descriptive-explanatory documentary analysis to examine two central categories: creativity and the Reggio Emilia model. The findings indicate that this educational approach has a positive impact on the development of creativity in early learners. Its core pedagogical principles encourage curiosity, exploration, artistic expression, and critical thinking. Key elements such as the learning environment, the teacher’s role, and pedagogical documentation play a fundamental role in this process. Further research is recommended to deepen understanding of this alternative pedagogy and its value in creative education.
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.
Desarrollo de la oralidad en niños y niñas de 3 a 5 años
(Universidad de Cuenca, 2023-09-07) Ochoa Jadán, María Pamela; Peralta Alvarado, Valeria Gabriela; Izquierdo Molina, Anita Catalina
The present monographic work deals with the development of orality, which is an important topic in early childhood education, because during this stage, infants acquire skills and develop communicative and social abilities that allow them to express their needs, and orality is considered a fundamental tool for the cognitive development of children. Therefore, the objective was to analyze different strategies used by teachers for the development of orality in children from 3 to 5 years old. This monograph is developed with a qualitative approach, with a descriptive-explanatory scope. A documentary research was carried out, which allows an approach to concepts elaborated by different theorists on language, the components of orality, as well as to know some didactic strategies that allow the development of orality depending on the children's ages. In addition, a small field work was carried out by conducting semi-structured interviews with six teachers from different early education centers, both from the public and private sectors in the city of Cuenca. All this allowed us to demonstrate that the development of orality is indispensable for the integral development of children, which is why it is essential to know and carry out different didactic strategies in the classroom that are motivating and interesting for children in order to stim ulate and strengthen the different components of orality.
Desarrollo de la psicomotricidad en nivel inicial: el juego como estrategia metodológica
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-11-06) López Urgiles, Erika Lizbeth; Saca Ávila, Leslie Michelle; Izquierdo Molina, Anita Catalina
The objective of this monographic work is to determine the importance of play as a methodological strategy in the development of psychomotor skills in children at the initial level, using a qualitative documentary approach. The analysis of the bibliography was carried out in a systematic way, where the relationship between the two categories: the development of psychomotor skills and play as a methodological strategy is established. It can be mentioned that the main findings of the search were that the game as a methodological strategy has a great influence on the development of psychomotor skills, because it is a useful and creative tool to work with children motor skills, it also contributes to the acquisition of social and emotional skills, but also brings great benefits with respect to laterality, spatio-temporal location, coordination, agility, strength and other skills. Therefore, it is essential that educational institutions implement this from the beginning of training, for a better quality of life and enhance their experience within the educational environment, achieving lay the foundations for continuous and meaningful learning for better performance in children in the future.To conclude, it highlights the importance of the game within the initial level to work psychomotor skills with children from an early age, that is to apply this strategy when working with children from an early age, that is to say, to apply this strategy when working with children from an early age.
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.
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.
Educación sexual en la primera infancia: percepciones de los padres de familia o cuidadores en dos zonas rurales del cantón Cuenca
(Universidad de Cuenca, 2022-09-12) Balarezo Cambi, Doménica Paola; Pañi Duchitanga, Lizbeth Estefanía; Palacios Cordero, Mireya del Pilar
The present research, entitled Sex education in early childhood: Perceptions of parents or caregivers in two rural areas of Cuenca, corresponds to a monographic study with a qualitative approach based on the description of a complex and daily reality; its scope is of an exploratorydescriptive nature, which focuses on knowing aspects related to this topic and characterizing them according to their relevant features. Its main objective is to analyze the perceptions that parents or caregivers have about sex education in early childhood in two rural parishes in the canton of Cuenca. First, we proceeded to a theoretical foundation on sex education, followed by a bibliographic description of the perceptions of parents or caregivers and 4 categories were established for the design of the survey. The data collection instrument was administered to 8 parents and 4 caregivers. Finally, from an analysis, it became evident that taboos are maintained at the moment of approaching Sexual Education. In addition, the term Comprehensive Sexuality Education is unknown to them and in some cases, sexuality is considered only in a biological way and focused on sexual relations. In other results, it was found that Sex Education is assertive, since they understand the importance of addressing it from early childhood, for the comprehensive development of children. Likewise, their interest in learning about comprehensive sexual education in order to be able to provide adequate training to them is also noted
Educación sexual: percepciones, conocimientos y actitudes de los estudiantes de la carrera de Educación Inicial de la Universidad de Cuenca
(Universidad de Cuenca, 2021-10-07) Guamán Cabrera, Karen Patricia; Palacios Cordero, Mireya del Pilar
This investigation entitled Sexual Education: Perceptions, Knowledge and Attitudes of the Initial Education students at the University of Cuenca, is considered as the first approach and vision about Sexual Education that university students, who are studying to be educators of boys and girls between 0 and 6 years old, have on it. This research has been addressed from an exploratory descriptive study based on these three main categories: Perceptions, Knowledge and Attitudes about Sexual Education in childhood. Therefore, the study presents a qualitative approach, which collected the information from 16 semi-structured interviews carried out with 4 students from each semester of the Initial Education major at the University of Cuenca. The results show that the opinion and conception that students have on Sexual Education is assertive because it is considered necessary from the first stages of human formation. However, another of the obtained results demonstrates the deficiency of well-founded theoretical knowledge on the issues that surround Sexual Education in early childhood. It can lead to a gap when taking it into professional practice because although there is a positive predisposition, it is not theoretically known how to bring it to the reality of the classroom.
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 como estrategia didáctica para fortalecer la conciencia fonológica en niños desde los 3 hasta los 5 años de edad
(Universidad de Cuenca, 2021-10-07) Cáceres Carrión, Samantha Estefanía; Pérez Fajardo, Inés Cristina
The present work of curricular integration arose from the question: how to develop phonological awareness in children from 3 to 5 years old using the story as a didactic strategy, proposing the following general objective to solve it: to elaborate a didactic proposal that strengthens the development of phonological awareness in children of these ages, using the story as a didactic strategy. In order to fully comply with the proposed objectives, a bibliographical and theoretical review of the topics of interest: phonological awareness and the story as a didactic strategy was carried out in the first instance. Continuously, the methodology included semi-structured interviews with experts in children's literature and a focus group with early education teachers in the city of Cuenca. Based on the information collected and analyzed, a collection of six children's stories focused on strengthening phonological awareness was elaborated, using contextualized phonological activities in each story linked to the skills of the Early Education Curriculum, These were socialized with the children of the participating institutions, obtaining a positive result from the infants, because they responded adequately to the activity, showing enthusiasm and entertainment, demonstrating that the children's story is a didactic strategy that allows strengthening phonological skills in a playful and dynamic way
El cuento motor como estrategia didáctica para desarrollar psicomotricidad gruesa en niños de 3 a 5 años
(Universidad de Cuenca, 2021-10-06) Loja Sari, Melissa Paola; Pérez Fajardo, Inés Cristina
This research work is aimed to design a didactic sequence grounded on the application of motor stories in order to develop gross motor skills in children between 3 to 5 years of age. Thus, theory relevant to the importance of developing motor skills and motor story as an innovative and creative strategy that fosters active learning in infants is presented. To this end, a descriptiveexploratory qualitative methodological approach was used, hence, as a research tool, 10 semistructured surveys were applied to early-childhood education teachers from public and private schools in the city of Cuenca, Ecuador, in order to know the strategies that are applied to develop gross motor skills -crucial information for the construction of the didactic sequence. The conclusions of the study show that there is a lack of knowledge regarding the motor story as a didactic strategy to work on motor skills. Consequently, designing a didactic sequence constitutes an appealing, creative and different way to strengthen this area because it has an interdisciplinary character. Finally, it is proposed a template to design activities aimed to develop skills for the body expression and motor skills scopes in the Early Childhood Education Curriculum (2014), as well as to enhance gross motor skills elements based on the application of motor stories giving two concrete examples for their implementation with children from 3 to 4 and from 4 to 5 years of age, taking into consideration their needs and interests.
El cuerpo como recurso de enseñanza de nociones básicas para niños de 3 a 5 años
(Universidad de Cuenca, 2021-10-11) Zhagui Aucapiña, Daniela Isabel; Pérez Fajardo, Inés Cristina
The learning of basic notions must be developed at the first years of life, because the brain of children at that age are must flexible to be develop for that reason is important that the teachers implement different types of strategies that involves the body of the infants to develop their learnings. This research paper seeks to know what types of strategies are better for teachers to use to teach basic notions on children under three to five years old during the initial education, also the corporality is considered as a learning resource since it allows them to acquire knowledge through manipulation. This study is a qualitative study using semi-structured interviews to collect relevant information where the population was teachers from four public center specialize in initial education in the city of Cuenca – Ecuador. For the study was select a sample of eleven teachers in all, for the results was used a consistency matrix which allows to analyze each question by categories to carry out a discussion of the results, where primary information was obtained concluding that the teachers affirm that they use the body through games, songs to develop the basic notions as a result there is unknowing about the subject on the parents
El juego como estrategia educativa: rol del docente en educación inicial y preparatoria
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Cuzco Espejo, Gabriela Estefanía; Delgado Granda, Ana Liliana
This monograph has the goal to analyze play like an education strategy from the view of the teacher in early and preschool level. The research of this topic is very important, because play, like an education strategy, helps with full development of the children, in safe and trusting spaces. Also, it shows the role of the teacher like a guide and a helper during these activities, understanding the children like the main actors in the teaching and learning process. For this, we did a book review with a descriptive and explaining style, where we analyze two categories: play and education strategies. We found that play, when used like an education strategy, helps with the brain, social, emotional, and body development of the children, and inside play in the education area, the child is the main actor, learning in a natural way by the experiences that the play gives. Because of this, we say that play is one of the best education strategies in any age, because this is an activity where people learn in a natural way, especially in early childhood.

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