“Las praxias viso constructivas en el desarrollo motriz fino de los niños de Educación Inicial”
This research work was based on knowing the existing influence between the visuoconstructive praxis and the development of the fine motor skills of the students of initial education in the "Catorce de Julio-JAE" Educational Unit. The visuoconstructive praxis is a set of activities focused...
Sábháilte in:
| Príomhchruthaitheoir: | |
|---|---|
| Rannpháirtithe: | |
| Formáid: | bachelorThesis |
| Teanga: | spa |
| Foilsithe / Cruthaithe: |
2023
|
| Ábhair: | |
| Rochtain ar líne: | http://repositorio.utc.edu.ec/handle/27000/10728 |
| Clibeanna: |
Cuir clib leis
Níl clibeanna ann, Bí ar an gcéad duine le clib a chur leis an taifead seo!
|
Cuir clib leis | Achoimre: | This research work was based on knowing the existing influence between the visuoconstructive praxis and the development of the fine motor skills of the students of initial education in the "Catorce de Julio-JAE" Educational Unit. The visuoconstructive praxis is a set of activities focused on strengthening hand-eye coordination and the muscles related to the child's fine motor skills. The objective is to determine the influence of visuoconstructive praxis on the development of fine motor skills in children in early education at the "Catorce de Julio-JAE" Educational Unit. For the development of this research work, a qualitative, descriptive methodology was used; the techniques and instruments applied to collect information were direct observation with its checklist directed to twenty-three children and the interview with its guide of questions to a teacher of the educational institution. Consequently, the principal results mentioned that the visuoconstructive praxis is widely applied within the educational unit. However, it became evident that many children needed help making the handwriting strokes due to the pencil's incorrect grip, presenting problems with their digital tweezers, and using the scissors. Although the teacher indeed applies activities for the development of fine motor skills in her students, however, the educational unit does not have a specific program for their application, so it is recommended that a methodological proposal be established that allows the appropriate praxis for the fine motor development of the children in the educational unit to be included. |
|---|