“Juegos ancestrales y el desarrollo socioemocional después del confinamiento a causa del covid-19, en los niños de educación inicial”
The present research project was based on ancestral games and socio-emotional development, carried out at Semillitas Initial Education Center “César Francisco Naranjo Rumazo”, located in Pujilí canton, it had as a problem the consequences that confinement due to COVID-19, as; attitude changes, negat...
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| Médium: | bachelorThesis |
| Jazyk: | spa |
| Vydáno: |
2022
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| On-line přístup: | http://repositorio.utc.edu.ec/handle/27000/9242 |
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Přidat tag | Shrnutí: | The present research project was based on ancestral games and socio-emotional development, carried out at Semillitas Initial Education Center “César Francisco Naranjo Rumazo”, located in Pujilí canton, it had as a problem the consequences that confinement due to COVID-19, as; attitude changes, negative emotions, lack interaction with other children at same age and little participation on ancestral group games, so the research aims helping emotions development, empathy, positive socialization, working group, independence, attitudes and skills on children through ancestral games practice, these types of games have not been used at communities and classrooms, that is why it has been proposed as a general objective, to identify ancestral games and socio-emotional development, After COVID-19 confinement on children of initial education, a qualitative and quantitative approach has been used, with a bibliographic design, a descriptive investigation and a synthetic analytical method, which were essential for project development, where main emotional and social children’s problems were determined. In order to obtain information for research, evaluation techniques and instruments were applied, including survey and observation sheet, the survey addressed to parents, where it was found that children have stress and little interrelation as result of confinement by COVID-19, hence the virus has caused concern in parents regarding the return to face-to-face classes. In addition, an observation sheet was applied to children, where it was concluded that their socio- emotional area has been negatively affected and modified. It was deduced that socio-emotional children’s development is seriously impaired by confinement, and the best way to help and reach them is through games, advising teachers to include ancestral gaming as part of child’s teaching program, motivating educational community to improve ancestral games prevail inside and outside the school day. |
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