Browsing by Author "Cañizares Vasconez, Lorena Aracely"

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    Diagnóstico de la integración de tecnologías digitales en los procesos de aprendizaje en educación inicial
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Licenciatura en Educación Inicial, 2026-10-26) Padilla Toapanta, Katherine Adriana; Cañizares Vasconez, Lorena Aracely
    Introduction. The integration of digital technologies in Early Childhood Education has emerged as a strategic approach to enriching teaching and learning processes. However, its implementation continues to face challenges related to technological resources, internet connectivity, and teacher professional development, which influence the development of early logical-mathematical skills. Objective. To assess the integration of digital technologies into learning processes in Early Childhood Education and analyze their contribution to the development of logical-mathematical skills. Methodology. This study adopted a mixed-methods approach with a non-experimental, descriptive, and field-based research design. The participants included three Early Childhood Education teachers selected through purposive non-probability sampling and 28 children whose performance was assessed using an observation checklist. Data was collected through semi-structured interviews and direct classroom observation. Qualitative data were analyzed using thematic analysis, whereas quantitative data were examined through descriptive statistics, including frequencies and percentages, using IBM SPSS Statistics. Results. The findings revealed that teachers used laptops, educational videos, and digital applications as resources, promoting motivation, active participation, and the development of logical-mathematical skills, particularly classification, seriation, and pattern recognition. Classroom observations showed that 89.3% of the children correctly classified objects, 85.7% actively participated, 78.6% performed seriation tasks, 75.0% recognized patterns, and 71.4% used digital resources autonomously. Nevertheless, persistent barriers were identified, including limited technological equipment, inadequate internet connectivity, and insufficient teacher training. Conclusion. The pedagogical integration of digital technologies enhances logical-mathematical learning in Early Childhood Education when supported by intentional instructional planning and effective teacher mediation
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    “Uso de la técnica del moldeado en el desarrollo de la motricidad fina en educación infantil”
    (Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Inicial, 2026-10-28) Chasiloa Chiluisa, Joselyn Katherine; Molina De La Cruz, Lady Maribel; Cañizares Vasconez, Lorena Aracely
    Fine motor skills are a fundamental component of child development, as they enable precise and coordinated movements involving the small muscles of the hands and fingers. These skills are essential for children to develop autonomy and perform basic daily activities such as dressing, tying shoelaces, buttoning shirts, eating, holding a pencil, drawing, cutting, and eventually developing writing skills. This research project aimed to determine the influence of the molding technique on the development of fine motor skills in Early Childhood Education at “Lenin School” Educational Unit. The study employed a qualitative approach and used data collection techniques and instruments, including a checklist to assess the level of fine motor development in 12 children aged 3 to 5 years, a semi-structured interview with the Initial I teacher, and an interview with the school administrator. Data analysis made it possible to identify strengths, weaknesses, and areas for improvement in implementing the molding technique. The findings revealed that most children were able to manipulate modeling clay at a basic level, demonstrating a solid foundation in fine motor development. However, some children had not fully developed skills such as independent molding, using scissors, figurative representation, and the digital pincer grasp. These findings suggest that although children have been exposed to molding activities, continued and systematic practice is necessary to consolidate more complex fine motor skills. It is concluded that the molding technique is a valuable strategy for developing fine motor skills; however, its effectiveness depends on practice frequency, material variety, balance between free and guided activities, and collaboration among teachers, administrators, and families. Therefore, systematic integration into classroom activities is recommended