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Recent Submissions
EXPOSICIÓN AL TIEMPO DE PANTALLAS Y SU INCIDENCIA EN LA MOTRICIDAD GRUESA EN LOS NIÑOS DE CINCO AÑOS DE UNA INSTITUCIÓN EDUCATIVA DE LA CIUDAD DE GUAYAQUIL
(2025-12-03) CARLA CENTENO ROMÁN
The purpose of this research project was to determine whether screen use affects the gross
motor development of five-year-old children at an educational institution in the city of
Guayaquil. Currently, advances in science and technology are evident in various spheres
and are being used at increasingly younger ages. Thus, children who are in the process of
developing and configuring their brain architecture are exposed to adverse situations
caused by excessive screen use. Research reveals impairments in different areas of
development, one of which is gross motor skills. Therefore, this project sought to confirm
whether there is an impact on this area of development. The research was of a mixedmethods
type, and multiple methods were used for data collection, including instruments
such as surveys, interviews, and observation checklists. The results showed that a group
of children exhibited a level of gross motor development ranging from average to high,
demonstrating adequate postural control and functional lateral dominance. However, it is
recommended to strengthen activities focused on dynamic balance, bilateral coordination,
and the execution of controlled jumps, incorporating play-based strategies that promote
increased strength, body stability, and motor integration. Furthermore, the teachers
acknowledged that children's motor progress generally corresponds to developmental
milestones, although it can vary depending on coordination, balance, and the movement
opportunities available both at home and at school. The research revealed that at home,
100% of children use electronic devices, and 80% spend an hour or more per day in front
of them. While some of this time is dedicated to academic and recreational activities
(73%), it is concerning that more than half of parents (55%) do not supervise this use,
which can negatively impact children's physical, cognitive, and social development.
Based on this, it is concluded that adult guidance is key to preventing the negative effects
of screen time: supervision, time limits, and the inclusion of physical activity can reverse
the trend toward sedentary behavior in children. This research concludes with a proposed
guide for parents and teachers on the appropriate use of screens, as well as offering
activities that help strengthen gross motor skills in young children.
INFLUENCIA DEL MOBILIARIO ESCOLAR EN LA CONCENTRACIÓN Y RENDIMIENTO EN NIÑOS DE 5 AÑOS.
(2025-03) RUIZ JIMÉNEZ ALEXIA ISABEL
The present study examines how children's furniture influences the initial stage of education. The general objective is to evaluate the impact of school furniture ergonomics on the concentration and performance of 5-year-old children. The research was conducted in an educational institution in Guayaquil, Ecuador, under a mixed methodological approach, combining qualitative and quantitative methods to obtain a comprehensive view of the problem. Surveys were conducted with teachers, interviews with experts in pedagogy and ergonomics, and observation sheets were used with 17 children. The surveys provided insights into educators' perceptions of the challenges students face when the furniture is not suitable. The interviews offered specialized perspectives on the influence of ergonomic design on well-being and performance, while the observations recorded behaviors that indicated discomfort or distractions resulting from the furniture. The results indicate that the use of inappropriate furniture causes physical discomfort, promotes improper postures, and can interfere with academic performance, especially in tasks that require motor precision, such as writing. It is concluded that it is essential to implement ergonomic criteria in the selection of school furniture to promote students' comfort and performance.
EL DISEÑO UNIVERSAL PARA EL APRENDIZAJE (DUA) COMO HERRAMIENTA PEDAGÓGICA EN LA ENSEÑANZA DEL INGLÉS COMO SEGUNDO IDIOMA EN NIÑOS DE 5 AÑOS.
(2024-03) VIVIANA CARRERA MARTÍNEZ
This paper analyzes the implementation of Universal Design for Learning (UDL) as a tool for teaching and learning English as a second language in five-year-old children, based on a sample of 16 students from a private institution. It highlights the importance of adapting methodologies to student diversity, promoting inclusive and equitable education. This study employs a qualitative research methodology, following the socio-critical paradigm and the participatory action research methodology. Through classroom observations and teacher interviews, the results showed that strategies such as games, songs, stories, and crafts, combined with the use of flashcards, puppets, and videos, enhance learning. Additionally, it was evidenced that immersion through commands, phrases, and daily activities contributes to better linguistic development. Progress is evaluated qualitatively, considering each child's individual abilities. However, challenges were identified, including a lack of resources, the need for greater teacher training, and parental involvement. The findings confirm that UDL facilitates English learning by improving student participation and performance. It is concluded that its application is key to early childhood language education, and it is recommended to strengthen its implementation through training and increased access to didactic resources.
INFLUENCIA DE LAS EMOCIONES PARENTALES EN EL PROCESO DE ADAPTACIÓN DE NIÑOS DE 4 AÑOS DURANTE LA TRANSICIÓN ENTRE SUBNIVELES
(2025-12) ANDREA ULLOA ALARCÓN
This research analyzes the influence of parental emotions on the school adaptation of
four-year-old children during the transition between educational sublevels. It was conducted
within a qualitative approach, using an interpretive paradigm and a phenomenological method.
Interviews, surveys, and classroom observations were applied as data collection techniques. The
study involved 8 students, their legal guardians, two teachers, the school principal, and a
professional expert. The results showed that parental emotions during the educational transition;
especially anxiety, concern, and insecurity; directly influence student´s behavior in the
classroom. It was observed that students whose parents convey calmness and confidence toward
the new educational environment demonstrate greater engagement and participation in the school
activities. It is concluded that children´s adaptation during sublevels transitions is a process that
requires reinforcing communication between families and school to foster positive adjustment.
Therefore, it is proposed to implement workshops for parents before the beginning of the sew
sublevel to promote the emotional readiness of both students and families.
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.