El juego simbólico en el desarrollo de las habilidades sociales en los niños y niñas de educación inicial de 4 a 5 años de edad de la Unidad Educativa María Auxiliadora del cantón Chunchi, provincia de Chimborazo, año lectivo 2018-2019.
Social skills are the functions necessary for the development of individuals, it is what allows human beings to socialize and interact with others in different environments and situations. During early childhood, the development of these skills begins; it is for this reason that it is necessary to a...
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| Formato: | masterThesis |
| Idioma: | spa |
| Publicado em: |
2019
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| Assuntos: | |
| Acesso em linha: | http://dspace.ueb.edu.ec/handle/123456789/3272 |
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Adicionar Tag | Resumo: | Social skills are the functions necessary for the development of individuals, it is what allows human beings to socialize and interact with others in different environments and situations. During early childhood, the development of these skills begins; it is for this reason that it is necessary to apply specific didactic techniques and tools and in a methodological way that allows children to be offered comprehensive training from the initial educational process. Under this approach, the present investigation focused on addressing the current problem presented in the María Auxiliadora Educational Unit of the Chunchi Canton, where it was established that in the initial education children the socio-emotional development will be considered below what is expected according to their age group. To address the problem, a quantitative methodology with a descriptive field scope, this methodology for collecting information through the application of the social skills scale for caregivers and an observation form were used. The total population of children with whom information was collected was 40 students, of which 20 were affected by the experimental group and the group control. In the experimental group, the proposal presented where symbolic games were used as a tool to motivate children's social development was applied methodically. The permitted results allowed us to verify through the application of the t-student test for comparison of means that after the application of the proposal there were fewer children with delays compared to their age, this assertion had a level of significance greater than 95 %, which accepts the alternative hypothesis concluding that the application of symbolic games does improve the development of Social Skills in children in initial education from 4 to 5 years |
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