EDUCACIÓN INICIAL
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Item 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 ROMÁNThe 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.Item INFLUENCIA DEL MOBILIARIO ESCOLAR EN LA CONCENTRACIÓN Y RENDIMIENTO EN NIÑOS DE 5 AÑOS.(2025-03) RUIZ JIMÉNEZ ALEXIA ISABELThe 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.Item 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 MARTÍNEZThis 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.Item INFLUENCIA DE LAS EMOCIONES PARENTALES EN EL PROCESO DE ADAPTACIÓN DE NIÑOS DE 4 AÑOS DURANTE LA TRANSICIÓN ENTRE SUBNIVELES(2025-12) ANDREA ULLOA ALARCÓNThis 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.Item EFECTIVIDAD DEL ENFOQUE EDUCATIVO STEAM COMO HERRAMIENTA INTERDISCIPLINARIA EN EL APRENDIZAJE DEL IDIOMA INGLÉS EN NIÑOS 4-5 AÑOS(2024-11) PIA MANRIQUE AROSEMENAThis 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.Item GESTIÓN DEL DOCENTE FRENTE AL COMPORTAMIENTO DISRUPTIVO EN EL AULA DE CLASES CON NIÑOS DE 5 AÑOS(2025-03) BORJA YENCHONG YUNNAN MARÍAThis research analyzes teacher management in response to disruptive behavior in 5 years old children, with the main issue being how teachers act and handle such situations in the classroom. The primary objective is to identify the impact of teacher management on these behaviors. The hypothesis proposes that teacher management is a determining factor in controlling disruptive behaviors in the classroom. The study uses a mixed method approach, both qualitative and quantitative, gathering data through observations in three classrooms, interviews with five teachers and a psych pedagogue. The results show that the teacher’s management is a determining factor in controlling behaviors, identifying that the strategies applied are not effective to bring changes in children’s behavior, along with the lack of training to address inappropriate behaviors in the classroom. In conclusion, it is recommended to structure a training process focused on effective teacher management and the development of skills for managing disruptive behaviors in the classroom.Item EL USO DE TÉRMINOS CORRECTOS EN EL AULA DE EDUCACIÓN INICIAL Y SU INCIDENCIA EN EL DESARROLLO DEL LENGUAJE DE NIÑOS DE 3 AÑOS.(2025-12) JAIRALA JÁCOME ANA PAULAThis research analyzes the impact of teachers´ use of correct terms in early childhood education on the language development of three-year old children. The study adopts a qualitative approach under the socio-critical paradigm, using an action research methodology with a descriptive scope. This approach allows for the examination of teachers´ linguistic practices and their impact on students´ communication skills. The population consists of four early childhood teachers, thirty three-year old children, and a specialist in child language development, to whom interviews and observation sheets are applied. The results show that the use of clear, precise, and affectionate language by teachers promotes children´s comprehension and oral expression, strengthening their linguistic and cognitive development. Strategies such as storytelling, daily routines, dramatizations, and role playing are identified as effective in facilitating the acquisition of new vocabulary and promoting meaningful communication. In conclusion, it is confirmed that the conscious use of correct terms positively influences the child´s overall development. Finally, it is recommended that teachers receive training in linguistic strategies and that families participate actively as complementary factors in this process.Item LA INFLUENCIA DEL ENFOQUE TRANSDISCIPLINARIO EN LA AUTONOMÍA DE LOS NIÑOS DE 2 AÑOS EN EL AULA DE EDUCACIÓN INICIAL.(2025-06) MIRANDA LEUSCHNER MARÍA DE LOS ÁNGELESThis research investigates the influence of a transdisciplinary approach on the development of autonomy in two-year-old children. The objective is to analyze this impact within the educational context, determining the characteristics of self-sufficiency promotion, evaluating the level achieved by the children, and defining the effectiveness of strategies that foster independence within the transdisciplinary approach. The study employs a mixed-method approach, adopting two paradigms: a qualitative paradigm from a socio-critical perspective, which makes use of the action-research procedure and a quantitative paradigm from an empirical-analytical perspective. It uses a nonexperimental method, and an exploratory scope, and data was collected through interviews, surveys, and checklists administered to fifteen parents, fifteen children in a preschool program, one principal, one teacher, and one specialist in the transdisciplinary approach. The results indicate significant progress in children's autonomy, particularly among those in the initial or developing phases, in areas related to eating habits, personal care, toilet training, dressing, and motor skills, as well as in their dependence on adults. After the intervention, significant progress was evident, with the number of children who acquired the necessary skills increasing notably, this suggest that the transdisciplinary approach strengthens independence, motor coordination, and communication.Item APLICACIÓN DE ESTRATEGIAS MINDFULNESS EN EL AULA Y SU IMPACTO EN EL DESARROLLO DE HABILIDADES SOCIOEMOCIONALES DE NIÑOS DE 4 AÑOS.(2025-03) FABIOLA VILLAGRÁN PALOMEQUEThis research analyzes the impact of mindfulness strategies on the socioemotional development of 4-year-old children. The sample consisted of 22 children from an educational institution in Guayaquil, Ecuador. A program based on self-regulation exercises, mindfulness, and body awareness was implemented for 4 weeks. It used a qualitative approach to evaluate changes in emotional regulation and social interaction through a participatory action methodology. The results indicated that, after each session, the children showed improved emotional management and a calmer classroom atmosphere, but these effects were short-lived. Similarly, subtle changes were evident in other socioemotional skills, such as improved social interaction, greater cooperation, and more empathetic responses among participants. However, the short duration of the study limited the analysis of long-term changes in children's behavior. It is concluded that mindfulness practice can significantly benefit socioemotional development in early childhood, although longitudinal research is needed to validate the effectiveness of these strategies over a prolonged period.Item LOS RECURSOS DIDÁCTICOS Y SU INCIDENCIA EN EL DESARROLLO DE LAS HABILIDADES MOTRICES BÁSICAS EN LOS NIÑOS DE 4 AÑOS EN LA INSTITUCÓN EDUCATIVA ACADEMIA NAVAL ALMIRANTE ILLINGWORTH(2023-03) AGUIRRE GONZÁLEZ EMILY ROSSANAThe didactic resources are those means by which the teacher can explain in a better way the knowledge that he wants to transmit to his students. The objective was to determine the incidence of didactic resources in the development of basic skills of 4-year-old children from the Admiral Illingworth Naval Academy educational institution. A mixed approach type of research was used with a cross-sectional research cohort and its variables were measured through the following instruments: Jack Capon's perceptual-motor evaluation test and an observation sheet prepared by Sonia Bustos Aguirre. The sample consisted of 71 4-year-old students of both sexes from a private institution located in the city of Guayaquil. For the analysis of results, measures of central tendency and the Pearson correlation coefficient were used. Therefore, it is concluded that no significant relationship was found between the didactic resources variable and the motor skills variable. In future research, it is recommended that there be previously identified didactic resources, so that a comparative study can be carried out between their implementation and the sessions of body expression and motor skills.Item Repercusión de los padres sobreprotectores en la autonomía de niños de 3 a 4 años de edad(2023-03) Claudia Sofía Cueva SegarraAutonomy is the ability of human beings to function independently and based on their own criteria, which is why it is important to provide enriching experiences at home, where children learn about their abilities and can use them optimally. On the contrary, when there is a deficit, it is related to the overprotection that parents carry out when taking excessive care of their children, preventing the development of survival and independence skills. The main objective of the research was to identify the characteristics of overprotected children and their influence on autonomy. A mixed analysis methodology was used, which was given through a qualitative literature review, also a quantitative analysis was carried out by collecting data that resulted in the significant relationship between variables and the approval of the alternative hypothesis. : overprotective parents have an impact on the autonomy of children from 3 to 4 years of age, it is approved. In future research, a sample of more educational institutions can be taken to measure the level of autonomy that children have.Item DIFICULTADES DEL APRENDIZAJE Y LA ANSIEDAD COMO FACTOR INCIDENTE EN EL MISMO EN LA ETAPA PRE ESCOLAR EN NIÑOS DE 3 y 4 AÑOS(2023-03) MACIAS RUMBEA MARIA MERCEDESThe objective of this research is to identify the environment that causes poor performance in children between 3 and 4 years of age at the preschool level, focusing especially on anxiety and its derived symptoms. For this purpose, the qualitative research method is used, in which, through the use of the CMASR standardized test and the school learning reports, it is possible to establish a direct correlation between these factors, determining that the environment in which the children they develop has a direct interference in their school development. Thus, this information serves as a guideline for teachers and other professionals in order to establish the appearance of this disruptive behavior towards their intellectual and social growth within the classroom.Item LAS HABILIDADES SOCIALES Y SU INCIDENCIA EN EL DESARROLLO DEL APRENDIZAJE EN NIÑOS DE 3 A 6 AÑOS EN EL CENTRO DE DESARROLLO INFANTIL “TÍA UCHY”.(2023-03) EVELYN AHIMAR RUIZ GUTIÉRREZSocial skills are the set of skills that the human being develops in the first years of life to obtain a favorable environment in a social and intrapersonal context. Learning development is the way in which the child learns knowledge, skills and aptitudes. The main objective of this research was to determine how social skills influence the development of learning in children from 3 to 6 years of age at the "Tía Uchy" Child Development Center. To obtain results, a mixed methodology was used, it is a crosssectional cohort, correlational in scope; For this, the Social Skills survey according to Goldstein was used, on the other hand, to measure the development of learning, the academic reports of the levels of Initial 1 A-B, Initial 2 A-B and First Basic were used. The sample size was 79 children aged 3 to 6 years from the "Tía Uchy" Child Development Center located in the Guayas canton. This research responds to the research question where the null hypothesis is rejected and the alternative hypothesis is accepted, this means that social skills affect the development of learning in children from 3 to 6 years of age at the Child Development Center "Tía Uchy”. For future research, strategies can be created for teachers to apply these strategies in the classroom.Item La importancia del aprendizaje activo en el rendimiento académico de niños de 6 años(2023) ANDREA MARÍA HERVAS MIELESThe present research work seeks to explain how active learning positively affects the academic performance of students; in teaching practice, educational facilitators observe educational paradigms that are insurmountable to them and limit the educational spectrum, due to the use of old educational schemes, as traditional methodologies. Thus, the teaching-learning process does not entail significant learning in childhood and youth. This circumstance makes students simple recipients of information that does not turn them into reflective people capable of facing the challenges of a truly competitive world. Strictly speaking, the new methodological tools and the acceptance of the importance of new educational and pedagogical strategies make available to the teacher possibilities for education to actively contribute to the construction of reflective, curious and motivated individuals for new knowledge; from this perspective, there are several methodological options that, through adequate training and a teaching plan, will be plausible to achieve special effects on students; to mention the following: Gamification (Learning with playful tools), Flipped Classroom (The student is the protagonist of teaching-learning), Problem-Based Learning (The student solves real-life cases), among others. Having said this and already in field practice, the American School of Guayaquil allowed us to observe the teacher-student interaction and with them to dimension the application of the aforementioned active learning and especially to contrast it with the old educational schemes. In this sense, while active learning strategies were used, student involvement was much more 7 evident; on the other hand, a passive and traditional attitude in the teaching-learning process generated little involvement in these students and consequently a somewhat apathetic and disinterested attitude in the teachers. Likewise, the teachers' attitude contrasted in the first case with the second case in terms of a positive environment and a dynamic attitude versus an environment not so favorable for active and meaningful learning. In summary, the contribution of this research work is to propose a significant change in the teaching-learning processes of 6-year-old children, in order to face the transition from Preschool to Basic General Education, based on new methodological tools that involve a conversion of the old educational schemes that have been mentioned towards new learning methodologies; in this case towards active education.Item LAS HABILIDADES DE LAS CUIDADORAS INFANTILES Y SU INFLUENCIA EN EL DESARROLLO DE LA AUTONOMÍA EN NIÑOS DE 3 AÑOS EN EL PREESCOLAR DELTA-TORREMAR(2024-12) ELKA ALMEIDA MONGEThe main objective of this study is to determine the influence of childcare skills on the development of autonomy in 3-year-old children. The research used a mixed-approach methodology, a correlational, cross-sectional and non-experimental design, a descriptive character and a hypothetical-deductive type of research. A sample of 65 caregivers of three-year-old children was determined, to whom instruments were applied to measure the development of their skills, as well as child autonomy, in both cases according to the perception of these professionals. The results showed that there is a positive and significant correlation between the skills of childcare workers and the development of autonomy for this study sample. In addition, certain skills of caregivers, such as self-care and emotional management, have a significant correlation with the development of autonomy in children, while other skills show a more limited impact.Item La puesta de límites por parte de los padres en niños de 2 a 5 años y su relación en el comportamiento del niño dentro del aula.(2023-03) Belén Inés Gutiérrez TamayoLimits help children feel safe, but young people also need the freedom to try things, make mistakes, and develop their independence. Behavior is about the person's way of acting in the face of internal or external stimuli, which may or may not affect their environment. The general objective of this article was to determine how the limit setting by parents affects the behavior of children in the classroom, thus, for the fulfillment of the general objective, a methodology based on the mixed approach was carried out, since the first highlights the features that can be seen in the phenomenon under study to fully understand the proposed topic and the relationship between the limits that parents impose on children from 2 to 5 years of age and behavior in the classroom. Finally, the survey was used as a research instrument, which consisted of 27 questions and was addressed to the parents of children from 2 to 5 years of age. Among the results obtained, it is concluded that there is a high positive correlation between the independent variable setting limits by the parents and the dependent variable of the child's behavior in the classroom with a significance value of 0.000 less than 0.05. Finally, as future research, it is recommended to study the incidence of parental limits on the level of self-confidence of the child to identify if, for example, the excessive level of parental care has a positive or negative impact on the confidence of their children.Item LAS ACTIVIDADES EXTRACURRICULARES Y SU INCIDENCIA EN LA PARTICIPACIÓN ACTIVA DENTRO DEL AULA DE CLASES EN NIÑOS DE 4 AÑOS.(2024-08) PANTA ALEAGA PAULINA MARIAThis research focuses on analyzing extracurricular activities and their impact on active participation within the classroom among four-year-old children. The main objective of this study was to determine how extracurricular activities influence active participation within the classroom for four-year-old children. The study employs a mixed-methods approach, utilizing a descriptive-exploratory method. A non-probabilistic sample of 60 four-year-old children was determined, and an instrument was applied to measure active participation in children who engage in extracurricular activities and those who do not. The results confirmed that participation in extracurricular activities could have a negative impact on students' active participation in class.Item Impacto de la motricidad fina en el proceso de la adquisición de la escritura de niños de 5 años.(2023-12) Elka Jennifer Almeida MongeFine motor skills are the ability to control small movements with the hands, fingers, face, and feet. They are essential for many tasks, such as writing, drawing, buttoning, eating with utensils, and using tools. The COVID-19 pandemic has had a significant impact on children's fine motor skills. This is because isolation led to an increase in screen time, which reduced the amount of time children spent on activities that require hand use. In this study, the general objective was to demonstrate how fine motor skills affect the writing process in children aged 5 years. The specific objectives were to identify the process of fine motor skills, assess the development of writing in students of the School Nuevo Mundo in Ecuador, and finally create a guide for the development of fine motor skills. The research approach used was mixed, combining a quantitative approach and a qualitative approach. The quantitative approach was evident in the assessment of children's fine motor skills and writing level with a standardized assessment instrument to measure children's fine motor skills and writing. The qualitative approach was evident in the analysis of the research results and to propose the guide for the development of fine motor skills. The research showed that 5-year-old children with a higher level of fine motor skills also had a higher level of writing. This suggests that there is a positive relationship between fine motor skills and writing. The results of this study suggest that fine motor skills are an important factor in the process of acquiring writing in 5- year-old children. Children with a higher level of fine motor skills are more likely to develop more advanced writing skills.Item IMPACTO DE ESTRATEGIAS LÚDICAS EN EL DESARROLLO SOCIOEMOCIONAL DE NIÑOS DE 3 AÑOS(2024-12) BETANCOURT YAGUAL DANIELA ISABELPlayful strategies are techniques considered as tools to facilitate children's learning. Play is the most used by teachers in the classroom to stimulate the development of socio-emotional skills, perfecting skills that allow children self-regulation, empathy and communication. The main objective of the research is to know the impact that playful strategies have on the socio-emotional development of 3-year-old children, through a mixed methodology and the application of data collection instruments such as interviews with teachers and observation guides for children and teachers, both quantitative and qualitative information was collected, the results were analyzed and interpreted using Excel tables and graphs. For the development of the research, various theories such as Vygotsky, Piaget and Goleman were supported, which are based on play as the main strategy in order to combine emotions and social skills, contributing to safe learning. It is concluded that play when implemented in the classroom causes a significant development of socio-emotional skills, which allows children to manage their emotions, maintain active participation, as well as conflict resolution. It can be seen that integrating play into early education promotes adequate socio-emotional development in infants.Item DESEMPEÑO DOCENTE FRENTE A LA INCLUSIÓN DE NIÑOS CON TRASTORNOS DEL ESPECTRO AUTISTA DE 4 A 5 AÑOS.(2024-12) MARCILLO TOAZA KAROL MILENAAutism spectrum disorder (ASD) is a global issue with an increasing recognition over the years due to its frequency in classrooms, despite this, only general aspects are known, and these are not enough to create inclusive classrooms. of quality, since there are doubts to face the learning process of children with autism, which influences the development of these minors. In this way, the present research has as a general objective to determine the incidence of teacher performance in the inclusion of children from four to five years old with autism spectrum disorders, defining the level of knowledge of teachers about the characteristics of the development and learning of children with ASD, as well as the barriers and limitations that teachers may have in the classroom and identifying the resources and strategies they apply. The type of research was developed under a mixed approach; from the quantitative approach, the empirical-analytical paradigm is identified with the non-experimental methodology and from the qualitative approach, the socio-critical paradigm, with the participatory action research methodology. The selected sample consisted of 6 children diagnosed with autism spectrum disorder, 7 teachers and 6 parents of the Initial II and 1st levels of Basic General Education; from the La Moderna Bilingual Educational Unit located in La Puntilla, Samborondón. The survey, observation form and an interview were applied as research instruments. It was concluded that there is a teaching performance that positively affects the learning and inclusion of children with autism, because despite the difficulties that teachers may experience due to the low resources provided, they seek to create an environment of inclusion for all.