Juegos motrices en el aprendizaje significativo del niño de 3 a 4 años.
Fecha
2023
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UNIVERSIDAD DE GUAYAQUIL:Facultad De Filosofía, Letras Y Ciencias De La Educación.
Resumen
La investigación planteó como pregunta ¿Cómo incide la enseñanza de los juegos
motrices en el aprendizaje significativo en niños de 3 a 4 años de la Unidad
Educativa Franciscana San Luis Rey de Francia, de la ciudad de Guayaquil?; y
como objetivo realizar una guía inclusiva didáctica para docentes. El trabajo utilizó
una metodología cuali-cuantitativo, con enfoque mixto. Empleó como métodos
empíricos la entrevista y una guía de observación estructurada con su escala de
medición. Explotó el muestreo no probabilístico – intencional, y como criterio de
selección de la muestra las características de estabilidad académica de los niños
y docentes de un paralelo. Los resultados evidencian que no se emplean
sistemáticamente juegos de animación, ni juegos calmantes; igualmente, existen
limitaciones cognoscitivas para la aplicación consecuente del aprendizaje
significativo, particularmente la comprobación de los resultados. Se ofrece una
Guía inclusiva para los docentes como propuesta de solución al problema
planteado.
The investigation posed as a question: How does the teaching of motor games affect meaningful learning in children from 3 to 4 years of age from the San Luis Rey de Francia Franciscan Educational Unit, in the city of Guayaquil? and as an objective to carry out an inclusive didactic guide for teachers. The work used a qualitative quantitative methodology, with a mixed approach. The interview and a structured observation guide with its measurement scale were used as empirical methods. It exploited the non-probabilistic - intentional sampling, and as sample selection criteria the characteristics of academic stability of the children and teachers of a parallel. The results show that animation games or calming games are not systematically used; likewise, there are cognitive limitations for the consistent application of meaningful learning, particularly the verification of results. An inclusive Guide for teachers is offered as a proposed solution to the problem raised.
The investigation posed as a question: How does the teaching of motor games affect meaningful learning in children from 3 to 4 years of age from the San Luis Rey de Francia Franciscan Educational Unit, in the city of Guayaquil? and as an objective to carry out an inclusive didactic guide for teachers. The work used a qualitative quantitative methodology, with a mixed approach. The interview and a structured observation guide with its measurement scale were used as empirical methods. It exploited the non-probabilistic - intentional sampling, and as sample selection criteria the characteristics of academic stability of the children and teachers of a parallel. The results show that animation games or calming games are not systematically used; likewise, there are cognitive limitations for the consistent application of meaningful learning, particularly the verification of results. An inclusive Guide for teachers is offered as a proposed solution to the problem raised.
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Palabras clave
JUEGOS MOTRICES, APRENDIZAJE SIGNIFICATIVO, GUIA DIDÁCTICA