Estrategias de Enseñanza Lúdica para el Manejo de las Emociones en el Aprendizaje de los Niños y Niñas de 5 años de la Institución Educativa Inicial Nº 177 del Distrito de Jepelacio – Periodo 2016
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Date
2019-06-02
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
La investigación se realizó con el propósito de comprobar la influencia de las
estrategias de enseñanza lúdica en la mejora del manejo de las emociones de los niños y niñas de 5 años de la Institución Educativa 177 del distrito de Jepelacio, provincia de
Moyobamba, 2017. Las estrategias de enseñanza lúdica están basadas en Avanzini (1998), Romero (2009), Gómez, Molano y Rodríguez (2015), Jiménez (2002), Araujo (2011), quienes las consideran como un proceso sistémico-lúdico-emocional, generado por un conjunto de acciones educativas, y las emociones sustentadas por Denzin (2009), Goleman (1995) y Vivas, Gallego y Gonzales. (2007), que son los sentimientos formados de acuerdo a su promoción. Ello permitió plantear la hipótesis: La aplicación de estrategias de enseñanza lúdicas mejora significativamente el manejo de emociones de los niños y niñas de 5 años de la Institución Educativa N° 177. El diseño de investigación fue cuasiexperimental. La muestra estuvo conformada por 25 estudiantes de educación inicial de 5 años. Al contrastarse la hipótesis, se obtuvo que las estrategias de enseñanza lúdica han influido significativamente en el manejo de emociones, pues el valor de tc = 4,819 que es mayor tt = 1,701. Asimismo, las estrategias de enseñanza lúdica han mejorado la autoconciencia (los niños en el pre test alcanzaron 12 y pos test, 16), autorregulación (los niños en el pre test lograron 12 y pos test, 15), motivación (los niños en el pre test sacaron 13 y pos test, 15), empatía (los niños en el pre test obtuvieron 13 y pos test, 17) y habilidades sociales (los niños en el pre test alcanzaron 11 y pos test, 15).
The research was carried out with the purpose of verifying the influence of the strategies of playful teaching in the improvement of the handling of the emotions of the children of 5 years of the Educational Institution 177 of the district of Jepelacio, province of Moyobamba, 2017. The strategies of playful learning are based on Avanzini (1998), Romero (2009), Gómez, Molano and Rodríguez (2015), Jiménez (2002), Araujo (2011), who consider them as a systemic-ludic-emotional process, generated for a set of educational actions, and the emotions supported by Denzin (2009), Goleman (1995) and Vivas, Gallego and Gonzales. (2007), which are the feelings formed according to their promotion. This allowed to hypothesize: The application of playful learning strategies significantly improves the management of emotions of children of 5 years of Educational Institution No. 177. The research design was quasi-experimental. The sample consisted of 25 students of initial education of 5 years. When the hypothesis was contrasted, it was found that the strategies of playful teaching have significantly influenced the handling of emotions, since the value of tc = 4.819 which is greater than tt = 1.701. Likewise, play teaching strategies have improved self-awareness (children in the pre-test reached 12 and post-test, 16), self-regulation (children in the pre-test achieved 12 and post-test, 15), motivation (children in the pre test took 13 and post test, 15), empathy (children in the pretest got 13 and post test, 17) and social skills (children in the pretest reached 11 and pos test, 15).
The research was carried out with the purpose of verifying the influence of the strategies of playful teaching in the improvement of the handling of the emotions of the children of 5 years of the Educational Institution 177 of the district of Jepelacio, province of Moyobamba, 2017. The strategies of playful learning are based on Avanzini (1998), Romero (2009), Gómez, Molano and Rodríguez (2015), Jiménez (2002), Araujo (2011), who consider them as a systemic-ludic-emotional process, generated for a set of educational actions, and the emotions supported by Denzin (2009), Goleman (1995) and Vivas, Gallego and Gonzales. (2007), which are the feelings formed according to their promotion. This allowed to hypothesize: The application of playful learning strategies significantly improves the management of emotions of children of 5 years of Educational Institution No. 177. The research design was quasi-experimental. The sample consisted of 25 students of initial education of 5 years. When the hypothesis was contrasted, it was found that the strategies of playful teaching have significantly influenced the handling of emotions, since the value of tc = 4.819 which is greater than tt = 1.701. Likewise, play teaching strategies have improved self-awareness (children in the pre-test reached 12 and post-test, 16), self-regulation (children in the pre-test achieved 12 and post-test, 15), motivation (children in the pre test took 13 and post test, 15), empathy (children in the pretest got 13 and post test, 17) and social skills (children in the pretest reached 11 and pos test, 15).
Description
Keywords
Las Estrategias de Enseñanza Lúdica, Manejo de las Emociones en el Aprendizaje
Citation
Fernandez Ocampo, J. (2019). Estrategias de Enseñanza Lúdica para el Manejo de las Emociones en el Aprendizaje de los Niños y Niñas de 5 años de la Institución Educativa Inicial Nº 177 del Distrito de Jepelacio – Periodo 2016 (Tesis de maestría). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.