La percepción visual y ubicación temporo-espacial en el desarrollo de la lectoescritura en las niñas y niños del primer año de educación básica de la escuela fiscal mixta “Filomena Rojas Ocampo” de la ciudad de Loja, período lectivo 2012-2013. Lineamientos alternativos
The research refers to visual perception and spatial location in the temporo-literacy development in children from the first year of primary school, whose overall objective was to report the incidence of maturity in visual perception spatial and temporal location as basic functions in the process of...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2014 |
| País: | Ecuador |
| Institución: | Universidad Nacional de Loja |
| Repositorio: | Repositorio Universidad Nacional de Loja |
| Idioma: | español |
| OAI Identifier: | oai:dspace.unl.edu.ec:123456789/21339 |
| Acceso en línea: | http://dspace.unl.edu.ec/jspui/handle/123456789/21339 |
| Access Level: | acceso abierto |
| Palabra clave: | PERCEPCIÓN VISUAL UBICACIÓN TEMPORO ESPACIAL LECTOESCRITURA LECTURA |
| Sumario: | The research refers to visual perception and spatial location in the temporo-literacy development in children from the first year of primary school, whose overall objective was to report the incidence of maturity in visual perception spatial and temporal location as basic functions in the process of reading and writing. The specific objectives were proposed: To determine the influence of visual perception in the process of literacy in children from the First Year Basic Education School Fiscal Mixed "Rojas FilomenaOcampo". Check the influence of spatial temporal location in the process of literacy in children from the First Year Basic Education School Fiscal Mixed "Rojas FilomenaOcampo". Propose alternative guidelines To carry out the research work we used a methodology based on the scientific method, descriptive, analytic-synthetic conceives the same as reality in constant change and transformation, enabling a focus of the research problem, helping to approach the objectives and guiding all process, the same way it applied an activity guide for assessing the maturity level of the basic functions such as visual perception and spatial and temporal location that provided a survey to collect the information necessary and timely to a population that consisted of 22 children and 2 teachers. Having structured the two categories, the same as after statistical analysis were to show that there is indeed a relationship between visual perception and spatial-temporal location with literacy learning in children investigated. Thus led to proposing alternative guidelines to improve visual perception and temporo-spatial location in the process of literacy in children from the first year of basic education. |
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