“Las Técnicas grafoplásticas para el desarrollo de Competencias socioemocionales de los niños”.
The aim of this research project focuses on determining the impact of graphoplastic techniques on the development of socio-emotional skills. The main target is to identify the graphoplastic techniques that promote the development of socio-emotional competencies in second grade students of the EGB (B...
Saved in:
| Hovedforfatter: | |
|---|---|
| Andre forfattere: | |
| Format: | bachelorThesis |
| Sprog: | spa |
| Udgivet: |
2024
|
| Fag: | |
| Online adgang: | http://repositorio.utc.edu.ec/handle/27000/11712 |
| Tags: |
Tilføj Tag
Ingen Tags, Vær først til at tagge denne postø!
|
Tilføj Tag | Summary: | The aim of this research project focuses on determining the impact of graphoplastic techniques on the development of socio-emotional skills. The main target is to identify the graphoplastic techniques that promote the development of socio-emotional competencies in second grade students of the EGB (Basic General Education) group "B" of the Luis Fernando Ruiz Educational Unit, of the Ignacio Flores parish, Latacunga, school year 2023-2024. The methodology employed a qualitative approach using inductive and empirical methods, through the technique of observation and interview, together with its instruments: 'question and observation guides', which allowed gathering information on the use of graphoplastic techniques for the social and emotional development of students. The sample consisted of thirty-five students from the aforementioned educational unit. The findings of the research show that graphoplastic techniques positively contribute to the development of socio-emotional competence, as long as they are used appropriately; however, the inappropriate use and intervention of some elements fail to generate socio-emotional competence completely during the teaching-learning process. A teaching guide was obtained with generic graphoplastic activities that strengthen the socio-emotional competence of students, so that educators can employ them during the teaching-learning process, in order to achieve well-rounded and empathetic students. As a conclusion, it was evident that the use of these techniques contributes to the socio-emotional advancement of children, requiring the need to change the procedure of performing these activities within the classroom, aimed at strengthening socio-emotional competencies to enable children to articulate clearly their emotions, feelings, values, thoughts and interactions, achieving a harmonious coexistence. |
|---|