“Actividades Lúdicas para el desarrollo de la lateralidad y la lectoescritura en niños de Educación Inicial II”
In the present research project, a diagnosis was made in which it was observed that some students were not able to recognize their body schema, identify their right and left hand, or develop a lateral preference. In addition, a lack of development in motor coordination, inadequate fine motor skills...
Furkejuvvon:
| Váldodahkki: | |
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| Eará dahkkit: | |
| Materiálatiipa: | bachelorThesis |
| Giella: | spa |
| Almmustuhtton: |
2024
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| Fáttát: | |
| Liŋkkat: | http://repositorio.utc.edu.ec/handle/27000/11947 |
| Fáddágilkorat: |
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Lasit fáddágilkoriid | Čoahkkáigeassu: | In the present research project, a diagnosis was made in which it was observed that some students were not able to recognize their body schema, identify their right and left hand, or develop a lateral preference. In addition, a lack of development in motor coordination, inadequate fine motor skills and limited language comprehension were observed, basic notions that have not been learned due to the lack of creative resources that allow academic writing and reading processes. That is why, the purpose of the research was to strengthen the development of laterality and reading and writing skills in the children of the "Isidro Ayora" Educational Unit. Therefore, to address this problem, a proposal of ludic activities was applied. On the other hand, the methodological approach used was qualitative, the study was bibliographic and field research, using the technique of direct observation and the inductive method. Furthermore, the instrument the observation card, which was applied to the students, after having implemented the proposal, for the respective evaluation process, was then identified in most of the children, a significant improvement in the area of laterality, covering the recognition of the body scheme, the differentiation of the right and left hand, lateral preference and motor coordination, also, in the area of reading and writing, a considerable number of students developed the digital pincer and controlled scribbling. Besides, reading comprehension was strengthened, which contributed to the enrichment of the children's vocabulary. This learning was fundamental for the children's pre-reading and pre-writing processes, in order for them to acquire an optimal integral development. |
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