Browsing by Author "Chasiloa Chiluisa, Joselyn Katherine"

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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