“Estrategias didácticas lúdicas para niños de 5 años con ritmos de aprendizaje lentos.”
This research refers to the slow learning rhythms presented by children in the first year of Basic Education and the didactic and ludic strategies that helped to reduce them. The general objective was to diagnose the problems presented by five-year-old children with slow learning rhythms in the “Nac...
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| Médium: | bachelorThesis |
| Jazyk: | spa |
| Vydáno: |
2022
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| On-line přístup: | http://repositorio.utc.edu.ec/handle/27000/9244 |
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Přidat tag | Shrnutí: | This research refers to the slow learning rhythms presented by children in the first year of Basic Education and the didactic and ludic strategies that helped to reduce them. The general objective was to diagnose the problems presented by five-year-old children with slow learning rhythms in the “Naciones Unidas” Educational Unit. The research development allowed the identification of the different factor and characteristics of the different learning rhythms, mainly the problem of the research, which is slow learning rhythm and its effects on children in all areas of development of the PEA. The methodology used to carry out the research is a mixed nature. It seeks measurement of social phenomena, the same that is given by the interaction of the researcher’s interaction whit is environment, the information was obtained through the participatory actions of people and several techniques and methods of data collection. The observation technique was applied whit its instrument observation sheet applied to all children and the survey whit its instrument the questionnaire to teachers. The project used the inductive method, where reflections were generated from different bibliographic documents. The project`s beneficiaries are 37 children, three teachers, parents in the first year of Basic Education, directors and the teaching staff of the “Naciones Unidas” Educational Unit. Finally, it was determined that most of the children presented a slow learning pace caused mainly by their low self-esteem due to their inability to learn at the same pace as others, and that is why they needed collaborative didactic strategies to develop their skills, abilities and social environment to the maximum. |
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