Intervención psicopedagógica y lectoescritura en los estudiantes de tercer grado en la Unidad Educativa “José Ángel Palacio” ciudad de Loja, periodo 2023-2024.
The general objective of this curricular integration paper was to analyse the influence of psycho- pedagogical intervention on the development of literacy skills in third grade students in the Unidad Educativa “José Ángel Palacio” from the city of Loja period 2023-2024. The specific objectives were:...
Salvato in:
| Autore principale: | |
|---|---|
| Natura: | bachelorThesis |
| Lingua: | spa |
| Pubblicazione: |
2024
|
| Soggetti: | |
| Accesso online: | https://dspace.unl.edu.ec/jspui/handle/123456789/30796 |
| Tags: |
Aggiungi Tag
Nessun Tag, puoi essere il primo ad aggiungerne!!
|
Aggiungi Tag | Riassunto: | The general objective of this curricular integration paper was to analyse the influence of psycho- pedagogical intervention on the development of literacy skills in third grade students in the Unidad Educativa “José Ángel Palacio” from the city of Loja period 2023-2024. The specific objectives were: to identify the characteristics of psycho-pedagogical intervention in students, to describe the basic elements of literacy in students, and to design a proposal based on the results found in the research for psycho-pedagogical intervention. This research was based on a qualitative descriptive study, with a non-experimental design and cross-sectional section. As instruments, an interview guide and an observation sheet were applied to the third-grade teacher. The main results evidenced that psycho- pedagogical intervention is crucial to evaluate and diagnose psychoeducational alterations, improve the learning process and the quality of life of students, addressing specific difficulties and promoting an inclusive and equitable learning environment. In addition, the characteristics of psycho- pedagogy are not evident in the teacher, thus significantly limiting the quality of the educational process and the achievement of the learning objectives; additionally, the sound of the phoneme, the recognition of the phoneme, the phoneme with the vowel are applied, and then they encourage writing starting with letters, syllables and words, to finally reach sentences and reading. Based on these results, we developed a proposal that includes activities related to didactic strategies and literacy, in order to improve the teaching-learning process of literacy, to use it as a resource or tool in the teaching environment, thus fostering a more interactive and motivating learning environment, where children can enjoy the process of acquiring new skills and knowledge. |
|---|