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Recent Submissions
LOS RECURSOS DIDÁCTICOS Y SU INFLUENCIA EN EL DESARROLLO DEL PENSAMIENTO LÓGICO MATEMÁTICO EN NIÑOS DE 4 A 5 AÑOS.
(2022-11) Lisbeth Alejandra; González Álvarez
The development of the quality educational process involves the use of
appropriate teaching resources to enhance children's skills. In this sense, the present study
is oriented to identify the incidence of the use of didactic resources in the development of
mathematical logical thinking, serving as support to the teacher in the management of
situated and functional learning. In this way, the general objective focuses on demonstrating
the importance of didactic resources to promote the development of logical-mathematical
thinking; For this, a mixed investigation is addressed, with quantitative and qualitative
results, where the educational triad is sampled, to whom the research instruments are
directed, such as: surveys, interviews, and classroom observation sheet, whose results reflect
that the teacher does an incorrect selection and inadequate use of the didactic resources
according to the expected learning result, added to the absence of significant experiences
that facilitate the development of children's mathematical logical thinking. The research
concludes on the importance of the use of didactic resources for the development of
mathematical logical thinking, which are optimized through playful strategies that motivate,
maintain the student's attention, and promote the activation of mental processes; also
highlighting the valuable role of the teacher as organizer of the active and participatory
educational process through the selection and implementation of appropriate resources to
strengthen children's thinking.
EFECTIVIDAD DEL ENFOQUE EDUCATIVO STEAM COMO HERRAMIENTA INTERDISCIPLINARIA EN EL APRENDIZAJE DEL IDIOMA INGLÉS EN NIÑOS 4-5 AÑOS
(2024-11) PIA; MANRIQUE AROSEMENA
This study explores the implementation of the STEAM educational approach
(Science, Technology, Engineering, Arts, and Mathematics) as an interdisciplinary tool for
teaching English to children aged 4 to 5 years. Its main objective is to evaluate how this
innovative approach facilitates the development of linguistic skills and fosters students'
cognitive and socio-emotional growth. Through a qualitative design, data were collected
through interviews and observations conducted with four teachers who applied STEAM
activities in their classrooms. The results show that STEAM activities, being dynamic and
playful, capture children’s interest, promoting meaningful English learning in applicable
contexts. Additionally, it was observed that traditional methodologies, such as direct teaching
and repetition, are less engaging and effective compared to STEAM strategies. The teachers
highlighted that this approach not only enhances language comprehension and usage but also
strengthens skills such as critical thinking, creativity, and teamwork. The teachers
emphasized the importance of continuous training to fully integrate linguistic experiences
with STEAM disciplines. The study concludes that this approach has significant potential to
transform English teaching in early childhood education, promoting holistic and meaningful
learning. It is recommended to strengthen teacher training and ensure the availability of
adequate resources to maximize its benefits.
Importancia del juego en el desarrollo de la atención en niños/as de 4 años de edad de la Unidad Educativa Monte Tabor - Nazaret
(2023) ANAGABRIELA; SAONA
Nowadays, Early childhood Education is considered a fundamental stage for the development of basic
cognitive and social skills; Under this statement, the implementation of pedagogical strategies for their
better development, such as children's game, is proposed. The following research aims to identify the
impact of play on the development of cognitive attention processes in 4-year-old children, through the
analysis of how these playful activities influence the development of their attentional skills. The study
presents a mixed research approach, under the rational inductive method. An intentional
non-probabilistic sample of 60 4-year-old students from the Monte Tabor Nazaret School is
determined; on which a Free Play Observation Guide and a Checklist of Attentional Cognitive
Processes are applied, to allow knowing the characteristics of their free play and the cognitive skills
achieved by the children, offering, in turn, data on which correlational analyzes are established between
both variables. From the analysis of results and the use of the Chi-square Test and Pearson Correlation
tools, it was determined that there is a statistically significant association of <.001 of asymptotic
significance 0.427** of correlation between free play and attention processes . The results obtained
showed that there is a positive correlation between children's play and the development of attention in
4-year-old children; which demonstrates the positive impact of this recreational activity on the
development of cognitive skills in school educational contexts.
INFLUENCIA DEL ROL DOCENTE EN EL MANEJO DE LAS EMOCIONES DE NIÑOS DE 4 A 5 AÑOS EN EL AULA.
(2024) DOMÉNICA MARÍA CALDERÓN DÍAZ
This research examines the management of emotions in early childhood classrooms, focusing on the perceptions and practices of teachers and administrative staff at an educational institution in Guayaquil, Ecuador. The study involved 5 early childhood classrooms and employed interviews with the coordinator and psychologist, surveys of teachers, and classroom observations as data collection methods. The findings reveal that while the institution values emotional management as part of the holistic development of students, there are limitations in specific training and consistent implementation of emotional strategies. In three of the observed classrooms, effective emotional management was evident, whereas in one classroom, limited use of emotional strategies led to more disruptive behaviors among students. Teachers reported feeling partially prepared to manage emotions, highlighting the need for more practical and ongoing training. The conclusions emphasize the importance of strengthening the emotional training of teaching staff to improve the emotional climate in the classroom, with implications for future educational policies and training programs. Such interventions could not only enhance student well-being but also contribute to a more effective learning environment.
Estrés docente y estrategias de afrontamiento en aulas post-pandemia
(2022) GABRIELA S. ZAMBRANO
The objective of the present study is to determine the degree/level of stress of the initial education
teachers of the Thomas More School, considering that this is a very serious disease that can affect
both physically and psychologically, for which this research is of the utmost relevance. as it
provides more input-on stress triggers. The research is descriptive with a non-experimental design,
carried out with a sample of 14 teachers from the preschool section. As the main technique, the
interview was used with open and semi-structured questions, which refer to the stress that has been
generated by the post-pandemic in the classroom, how the teacher's performance is affected, and
the strategies used to deal with this problem, it was determined that teachers suffer from stress due
to various factors associated with the post-pandemic and the demand that is added by parents,
leaders, and students. As a solution to the problem, coping strategies are suggested to overcome
or cope with stress and thereby generate an improvement in the teacher's health, which will result
in better professional performance.