Los bits de inteligencia como estrategia psicopedagógica para reforzar la lectoescritura en niños de primer grado C de Educación Básica de la Unidad Educativa Pío Jaramillo Alvarado, 2021-2022
The curricular integration work denominated, the bits of intelligence as a psycho-pedagogical strategy to reinforce literacy in children in first grade C of Basic Education of the Pío Jaramillo Alvarado Educational Unit, 2021-2022; had as objective to implement the bits of intelligence as a psycho-p...
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| Format: | bachelorThesis |
| Publicat: |
2023
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| Matèries: | |
| Accés en línia: | https://dspace.unl.edu.ec/jspui/handle/123456789/26059 |
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Afegir etiqueta | Sumari: | The curricular integration work denominated, the bits of intelligence as a psycho-pedagogical strategy to reinforce literacy in children in first grade C of Basic Education of the Pío Jaramillo Alvarado Educational Unit, 2021-2022; had as objective to implement the bits of intelligence as a psycho-pedagogical strategy to reinforce literacy in children. The methodological process is part of a mixed approach, descriptive and cross-sectional type, with a quasi-experimental design of a group with a test re-test design; for which, techniques of direct observation, semi-structured interview, achievement sheet and the Literacy Analysis Test (TALE) applied to the sample of 22 children were used. From the results obtained; in relation to the teacher's knowledge, she confuses the bits of intelligence with an intelligence test; Likewise, in terms of literacy levels, in the pre-test , 95% of children reach due to the number of errors a level below the minimum in letters reading and at the same level 41% in copy spelling; from the participatory observation it was evidenced that children present difficulties in their initiation in reading and writing, because they confuse letters with numbers and have difficulty in tracing letters; Regarding the contribution of the strategy, it is demonstrated by means of the achievement sheet that in the reading of letters the majority of children are in a degree of development in process and in the reading of syllables, of words, reading of texts and reading comprehension, they are in a degree of development of initial progress; On the other hand, in writing, the copy is in a degree of development between achieved for some and in progress for others; in dictation and spontaneous writing, one group achieved a degree of initial progress and another did not achieve that progress; After the pre-test results, the psycho-pedagogical intervention proposal was implemented, structured by 5 workshops of two weekly sessions each; Subsequently, the post-test was applied, the results of which show that 18% of children achieve an average level and 5% a level higher than the minimum in reading letters, while 55% of those investigated reach a level higher than the minimum in copy spelling; These data were compared with those obtained in the pretest; through Pearson's linear correlation (r) where correlation values (r) are reached in reading letters r= 0.88, which means a very strong positive correlation and the value of r= 0.79 in copy spelling, meaning a significant positive correlation. It is concluded that the teacher has no knowledge about bits of intelligence; the level of knowledge of reading and writing of the children (pretest) in the majority reached levels below the minimum; and in the post-test through the activities based on the bits of intelligence it was possible to obtain significant changes; demonstrating in this way that the bits of intelligence as a psychoeducational strategy reinforce literacy in children. Keywords: Constructivist approach, teaching-learning, multiple intelligences, literacy, Glenn Doman method. |
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