Estimulación temprana para el desarrollo cognitivo en niños del nivel inicial
The objective of the current investigation is to establish the effects of early stimulation in cognitive development in children initial level (3-4 years old) at the Unidad Educative “Ezra Taft Benson”. The work is supported based on mixed focus methodologies, biographical, descriptive, analytic, in...
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| Tipo de recurso: | tesis de maestría |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Ecuador |
| Institución: | Universidad Laica Vicente Rocafuerte |
| Repositorio: | Repositorio Universidad Laica Vicente Rocafuerte |
| Idioma: | español |
| OAI Identifier: | oai:localhost:44000/5985 |
| Acceso en línea: | http://repositorio.ulvr.edu.ec/handle/44000/5985 |
| Access Level: | acceso abierto |
| Palabra clave: | Niño Educación preescolar Padre Primera infancia |
| Sumario: | The objective of the current investigation is to establish the effects of early stimulation in cognitive development in children initial level (3-4 years old) at the Unidad Educative “Ezra Taft Benson”. The work is supported based on mixed focus methodologies, biographical, descriptive, analytic, inductive types. The investigation worked with a sample of 10 children with whom a development scale of skills, according to their age, to find out how they are after 2 years of social isolation due to the Pandemic. Results show that the children entered the classroom with the skills corresponding to their age Initial (I). Nevertheless, after five weeks of social interaction with their teacher and classmates and what’s more functioning in a stimulating education environment (receiving cognitive stimulation) a percentage of the children passed from the Initial (I) level to the In Process (IP) level achieving their skills, other children maintained their level showing no progress................ |
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