Educación Inicial-Pregrado

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

Browse

Now showing 1 - 20 of 84

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.
La construcción de la identidad profesional de docentes de educación inicial: el reconocimiento social
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-28) Pizarro Guachichulca, Fanny Gabriela; Zhispón Guncay, Julia Narcisa; Izquierdo Molina, Anita Catalina
The present monographic degree work investigates the perception and valuation of different social agents towards the work of early childhood education teachers and its impact on the construction of their professional identity as teachers. The objective of this study is to analyze the importance of social recognition in the construction of the professional identity of early childhood education teachers. Therefore, a documentary research with a descriptive and explanatory scope was carried out, which allowed relating the central categories: social recognition and professional identity of early childhood education teachers. Finally, the research showed that the recognition received by early childhood teachers for their teaching work, by different social agents such as the State, the educational system, public opinion, families, colleagues and students, has a significant impact on the construction of their professional identity and personal life. If this impact is positive, it is reflected in an efficient and committed performance in the educational process; on the contrary, if it is negative, it causes low expectations in the teacher and even job desertion.
La expresión corporal y su influencia en el desarrollo motor en niños de nivel inicial
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-28) Arévalo Vintimilla, Evelyn Nicole; Lema Pacheco, Judith Alejandra; Chumbi Flores, Boris Aníbal
This is a monographic study with the general objective of analyzing the influence of corporal expression as a resource to favor motor development in children at the initial level. The study was carried out with a qualitative and documentary research approach. Among the most relevant findings, it was identified that corporal expression has a great influence on the acquisition of motor skills, since it contributes an effective, creative and useful way to work the corporal area of children. In addition to its contribution to the development of social and emotional skills, corporal expression brings great benefits in aspects such as laterality, spatial-temporal location, coordination, agility, precision, among other motor skills. Therefore, it is essential that it be applied in educational institutions from the early years of education. Its application not only has the potential to improve the quality of life of students, but also to significantly enrich their academic experience, laying a solid foundation for future learning and optimal performance in later educational stages.
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.
El rol del docente frente al desarrollo emocional de niños y niñas en inicial II
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-25) Cambizaca Loja, Doménica Michelle; Morales Romero, Mayelen Nicole; Delgado Granda, Ana Liliana
The current Monographic Research analyzes the role of the teacher during “Inicial II” level to encourage emotional development of children. This Research paper was developed following documental research with both descriptive, and explicative approaches. This way, the role of the teacher in emotional support to their students during early childhood was better understood. It is defined that the “Inicial II” teacher is a key figure to childhood emotional development for it affects directly in the manner that children learn to express, regulate, and comprehend their emotions. However, it is reflected that various teachers do not count with academic training in emotional education. Therefore, their intervention into this matter is limited. What is more, the teacher’s well being also has an impact on the classroom’s dynamism,so it is necessary to boost both their academic training as well as their emotional development. This study stands out the importance of generating safe and affective spaces in the classroom where children are able to grow trust, empathy, and respect.
Influencia del contexto familiar en el desarrollo cognitivo de niños de 3 a 6 años
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-23) Tacuri Quezada, Blanca Nieves; Zhunio Amaya, Melany Samantha; Chumbi Flores, Boris Aníbal
The present degree work is of a monographic type and its main objective is to analyze the influence of the family context on the cognitive development of children from 3 to 6 years old. This study is approached from a qualitative perspective; therefore, bibliographic documentary research is used. It is worth noting that this study has reaffirmed the importance of the family context in the cognitive development of the child during early childhood, especially between the ages of 3 and 6, since it is a fundamental stage that largely depends on the family context in which the child develops. The quality of interactions, early stimulation, and the affective environment provided by the family will directly influence the child's basic and higher cognitive skills.
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.
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.
Hipersexualización infantil en medios de comunicación: consecuencias en el desarrollo integral de la primera infancia
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-21) Aldás Córdova, Lilian Abigail; Orellana Esparza, Alisson Daniela; Palacios Cordero, Mireya del Pilar
The present work is a monographic study that aims to analyze the effects of hypersexualization on the integral development of early childhood, as influenced by the media. This research is conducted using a qualitative approach. Accordingly, a bibliographic review was carried out to gather relevant information explaining the relationship between hypersexualization and the media. The results show that the media are, in fact, the main promoters of child hypersexualization. Unfortunately, this practice is often used to increase viewership, marketing appeal, exposure, and other metrics—while disregarding the need for child protection. Despite existing regulations and restrictions intended to prevent such practices, it has been shown that most media outlets fail to fully comply with them. This raises serious concerns, as industries, platforms, and various forms of media frequently exploit the innocent image of children, as well as characters designed to capture their attention, not in a harmless way, but through sexualized representations that reflect harmful and misguided beauty standards. Moreover, this exposure can negatively impact children’s overall development, particularly in the emotional domain, leading to issues such as anxiety, low self- esteem, and distorted self-image. These concerns are evident in reality shows featuring minors, advertising, video games, toys, and many other examples.
Influencia de estrategias de motivación lectora para el desarrollo lector en preparatoria
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Ramón Pineda, Nancy Magaly; Verdesoto Arana, María Fernanda; Cárdenas Vera, Diana Estefanía
This graduation project is a monographic study that addresses reading motivation strategies and reading development in preschool education. This topic is especially important in the field of early childhood education, as it is essential for children to develop an emotional connection with reading through strategies that encourage active participation. Therefore, the objective of this work is to explore the extent to which reading motivation strategies promote reading development in preschool aged children. This monograph adopts a qualitative approach whit a descriptive and explanatory scope. It involves a literature review of research focused on topics such as reading motivation strategies exploring their definitions, characteristics, and variations depending on their intended purpose as well as the development of reading skills in preschoolers, considering the evolution of this conceptualization and how different educational approaches influence the way reading activities are implemented in the classroom. In conclusion, reading motivation strategies are essential for reading development in early childhood, as they enhance children’s interest, comprehension, and reading skills using didactic and technological resources applied by teachers both inside and outside the classroom.
Las nociones espaciales y su influencia en el aprendizaje de niños y niñas en educación inicial
(Universidad de Cuenca. Facultad de Filosofía, Letras y Ciencias de la Educación, 2025-10-20) Brito Sacta, Fanny Valeria; Viteri Villamar, Cindy Patricia; Chumbi Flores, Boris Aníbal
This degree project is a monographic study that analyzes the influence of spatial notions on the learning process of children aged 3 to 5 years. A qualitative approach was used, using documentary research through the review and analysis of various bibliographic sources, in order to theoretically support the development and influence of these notions in children aged 3 to 5 years. The skills related to spatiality in the curricula of Ecuador, Chile, and Spain were analyzed. Finally, strategies and activities to promote the development of spatiality are described. The following conclusions were obtained: a) the use of the body itself as the main point of reference to understand indications relates to spatial terms (up-down, front-back, among others); b) its acquisition enhances attention, concentration, and orientation skills, which are essential for learning reading, writing, and math; c) lack of attention to its developmental progress may lead to learning difficulties; d) through curricular analysis, pedagogical similarity was found among the three countries, addressing spatial skills progressively with an emphasis on exploration and interaction whit the environment; e) finally, the need to implemented didactic strategies such as play and physical activities is emphasized, in order to promote meaningful learning and achieve an understanding of spatial notions, preparing children for future learning.
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.
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.
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.
La concentración en el proceso de aprendizaje en niños y niñas de 3 a 5 años
(Universidad de Cuenca, 2024-09-17) Guachichullca Déleg, Poleth Fernanda; Guaman Guaman, Gabriela Magdalena; Izquierdo Molina, Anita Catalina
This is a monographic work, which focuses on concentration as a higher executive process necessary for learning, so it will be relevant for early childhood education teachers to have information that will allow them to design innovative strategies that enhance this capacity for learning. The objective is to establish the importance of fostering concentration to promote learning in children from 3 to 5 years old, from literature. Therefore, a documentary research methodology was carried out, with a descriptive and explanatory scope. The analysis of the bibliography was carried out systematically and related to the categories of the degree work: concentration and learning in early childhood. Finally, throughout this research process, it has been demonstrated that there is an undeniable relationship between attention and concentration, however, being different in their definition, they become fundamental pillars for learning. Therefore, for children to develop socially, affectively, motor and cognitively, it is essential to integrate strategies that capture their attention, enhance their concentration and increase the quality of assimilated information.
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 literatura infantil como medio para el desarrollo del lenguaje oral en niños de preparatoria
(Universidad de Cuenca, 2024-09-05) Luzuriaga Sánchez, Kassandra Anabel; Palma García, Dayanna Alexandra; Delgado Granda, Ana Liliana
The purpose of this monographic work is to determine the importance of the use of children's literature as a means for the development of oral language in high school children. The relevance of the topic lies in the capacity of children's literature to strengthen and enrich vocabulary, improve comprehension and foster narrative and oral expression skills in children and, at the same time, to recognize the role of the teacher in its implementation. For this purpose, a documentary review was carried out with an explanatory descriptive approach, analyzing the two categories of analysis: children's literature and oral language development. Information from scientific articles, digital books, as well as pre-professional practice experiences were included. As for the results, it could be evidenced that children's literature and the application of its different genres have a significant influence on the integral development of children, especially in oral language, since in this way the child can express and communicate. In conclusion, it can be deduced that children's literature is an effective tool for the development of linguistic competencies in early childhood, since, by implementing it, it allows understanding, imagination, children's interest in reading and motivates them to express themselves freely using language as the main form of communication.
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.
El período de adaptación como base para el desarrollo de la autonomía en educación inicial
(Universidad de Cuenca, 2024-09-06) Álvarez Parra, Karen Samantha; Saant Mitiap, Cristy Rashel; Izquierdo Molina, Anita Catalina
This monography aims to understand how the adaptation period influences the development of autonomy in the early childhood education. A methodology with a qualitative approach and a descriptive-explanatory scope was proposed to accomplish the objective. The analysis of the literature was carried out systematically; and therefore, a relationship between the categories: the adaptation period and the development of autonomy was established. Based on the evidence, it can be concluded that the adaptation period in early childhood education allows children to progressively develop confidence and security both in the new environment and in themselves. This confidence and security are fundamental in acquiring autonomy, which is an essential skill for their holistic development. Moreover, this period not only facilitates children's integration into the school environment, but also ensures their developmental, emotional, and personal growth, which are necessary skills to solve problems. In this context, to ensure the holistic development of children from the beginning of their school life, meticulous planning, active commitment from the teaching staff, and continuous family involvement are imperative. These combined actions will contribute to creating an environment that supports and enhances autonomy.
Expresión artística y desarrollo integral de los niños de subnivel inicial II
(Universidad de Cuenca, 2024-09-11) Jiménez Cuenca, Giomara Paulina; Pérez Portilla, Liz Carolina; Chumbi Flores, Boris Aníbal
The present thesis is monographic, in which the influence of artistic expression on the comprehensive development of children in the early childhood education sublevel II is analyzed, as it constitutes a fundamental aspect of the teaching-learning process from an early age. Artistic expression and comprehensive development are closely related, as both contribute to the personal and emotional formation of individuals, enabling the expression and exchange of thoughts, ideas, and feelings, allowing children to develop their critical thinking ability as well as their autonomy in various everyday situations, laying the groundwork for their future lives. In this regard, the monograph's objective is to determine the importance of promoting artistic expression within the classrooms of sublevel II to foster the comprehensive development of children aged 3 to 5 years. Thus, this thesis is developed through documentary research with a descriptive-explanatory scope, which allows for the specification of the two study categories, namely artistic expression and comprehensive development. It was evidenced that creative expression and comprehensive development are not isolated branches of learning, as both enhance holistic growth in all areas of education through the experimentation and exploration of various fields of knowledge.

Browse

Recent Submissions