La estimulación temprana para el desarrollo de la conciencia fonológica en niños del nivel inicial
The work carried out has as its theme the early stimulation for the development of phonological awareness in children of the initial level. Investigate the problem of how to develop this ability that involves the analysis and synthesis of language. Its development can have an impact on the acquisiti...
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| Formato: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Ecuador |
| Recursos: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Repositorio Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:localhost:44000/3776 |
| Acesso em linha: | http://repositorio.ulvr.edu.ec/handle/44000/3776 |
| Access Level: | acceso abierto |
| Palavra-chave: | Estimulación temprana Edad inicial Estrategia metodológica Lecto escritura |
| Resumo: | The work carried out has as its theme the early stimulation for the development of phonological awareness in children of the initial level. Investigate the problem of how to develop this ability that involves the analysis and synthesis of language. Its development can have an impact on the acquisition of reading writing, so it is important to promote it early in the initial age. The existence of students with problems in this ability was detected in the Dr. Tomás Rendón Solano Educational Unit located in the La Troncal Canton, province of Cañar, La Puntilla enclosure, where it was also possible to appreciate the poor preparation of teachers and the lack of application of strategies in this regard. A mixed methodology (qualitative quantitative) was used. Theoretical research methods (Analysis- synthesis, Inductiondeduction, Modeling, Systemic approach), empirical (Survey, Interview, Observation, Documentary study, Consultation of specialists) and statistical techniques such as arithmetic mean and fashion were applied. A methodological strategy aimed at teachers for working with students and families is provided. This is based on philosophical, pedagogical, psychological and sociological foundations. It is structured in stages and actions that will contribute to develop phonological awareness in children and make them timely in a better disposition for the learning of reading writing…………… |
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