Titulación - Licenciatura en Educación Inicial
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- Item“Condiciones comunitarias para el desarrollo integral de los niños en la primera infancia”(Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Inicial, 2026-10-28) Flores Landy, Nadya Fabiana; Logacho Criollo, Josselyn Raquel; Culqui Cerón, Catherine PatriciaThis study analyzed the repercussion of psychomotor strategies on the development of coordination in children aged 4 to 5 years at María Inés Endara Educational Unit. Issues related to coordination difficulties and the lack of effective programs to enhance coordination in children of this age were identified. A qualitative research approach was adopted, with a descriptive design and bibliographic and field-based research methodology. The study employed various techniques and instruments, including interviews with teachers to gather information on the implementation of psychomotor strategies in educational processes and direct classroom observations through a checklist to assess the level of coordination among children. The results revealed deficiencies in the development of psychomotor skills and coordination, which negatively impacted the overall development of children. Regarding the theoretical contribution, the project aimed to enrich the field of psychomotor development and coordination in early childhood education, highlighting the importance of playful strategies in teaching-learning processes in preschool education
- Item“Condiciones familiares para el desarrollo integral de los niños en la primera infancia”(Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Inicial, 2026-10-28) Ante Tocte, Gloria Maribel; Cunalata Laica, Kerly Dayana; Cayo Lema, Luis EfraínEnsuring healthy child development depends on several factors, such as shared responsibility between the state and families, parenting styles, and family emotional stability, considered the main challenges to comprehensive early childhood development. The overall objective of this research was to diagnose the family conditions that influence the comprehensive development of children in the Tilipulo neighborhood, Eloy Alfaro parish. Methodologically, a qualitative approach was adopted, with an action research design, both bibliographic and field-based, at a descriptive level. Data collection techniques included observation using an observation guide applied to 23 children, semi-structured interviews with 24 open-ended questions, and focus groups with a question guide for parents. The results showed that the factors that promote early childhood development are: affectionate relationships, free play, and access to open spaces, all of which enhance physical, cognitive, social, and emotional development. While limiting factors include instability in parental availability due to work responsibilities, intermittent early stimulation practices, lack of healthy eating routines, emotional regulation, social cooperation, and inadequate communication. In conclusion, the family environment is the first space that fosters or restricts child development, demonstrating that well-being depends on a balance between these factors
- Item“Condiciones socioeducativas para el desarrollo integral de los niños de la primera infancia”(Universidad Técnica de Cotopaxi (UTC). Pujilií. Educacion Inicial, 2026-10-28) Almache Tercero, Nayely Jomayra; Cayo Lema, Luis EfraínThis research analyzed the socio-educational conditions and their relationship to the holistic development of young children in the Santan Chico neighborhood of Latacunga. The study arose from the teaching processes developed in the course "Development of Educational and Community Projects" within the Early Childhood Education program at the Technical University of Cotopaxi. This course identified the need to understand the family, educational, and community environment conditions that influenced child development. The objective was to analyze these socio-educational conditions and their relationship to the holistic development of young children. The research employed a qualitative approach, with a non-experimental, bibliographic, and field design, using an inductive method. The population consisted of 34 participants: 30 young children from the Santan Chico neighborhood and 4 early childhood education teachers. Data collection involved observation and interviews, using an observation checklist and an interview guide. The results showed that family affection and support, play, interaction, and the use of educational materials fostered holistic development. Limitations related to the time available to some parents due to work responsibilities and needs in language, attention, motor skills, emotional expression, and autonomy were also identified. It was concluded that strengthening family support and collaborative work among families, teachers, and the community fostered better opportunities for learning, well-being, and development during early childhood
- ItemBravo Zambonino, José María(Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Inicial, 2026-10-28) Almagro Calapiña, Blanca Fabiola; Almagro Calapiña, Liliana ElizabethFamily participation in activities related to motor development favors opportunities for movement, exploration, and learning during early childhood; however, these practices are not carried out consistently in all households. Given this reality, the present research aimed to identify the role of the family in the development of motor skills in Early Childhood Education children at Oxford school. The study was developed under a quantitative approach, with a non-experimental cross-sectional design, supported by the deductive method and based on bibliographic and field research. For data collection, the survey technique was used, with a structured questionnaire as the instrument, applied to a population of 28 parents and guardians of the Initial II levels. The data obtained were reviewed, organized, and tabulated for subsequent analysis using frequencies and percentages, which allowed for an objective interpretation of the participants' responses. The results showed that a significant portion of families play an active role through participation in motor activities, promotion of play, facilitation of materials and resources, and accompaniment during movement experiences. However, it was also identified that a significant percentage of parents carry out these practices occasionally or never, limiting opportunities for motor stimulation in the family environment. It was concluded that the family plays a fundamental role in strengthening motor skills during early childhood, so their active participation favors the comprehensive development of children and complements the educational process
- Item“Actividades lúdicas para la animación sociocultural en el cantón Latacunga”(Universidad Técnica de Cotopaxi (UTC). Pujilií. Educación Inicial, 2026-10-27) Gallardo Chuqui, Damaris Yajaira; Sigcha Ante, Erika MaribelThe present research project addresses the topic of playful activities for socio-cultural animation in the Latacunga canton, in response to the issues evidenced in community service activities, related to the limited application of playful activities that guide the comprehensive development of children through socio-cultural animation a situation that hinders the strengthening of cultural identity and the preservation of customs and traditions. The objective was to diagnose the level of knowledge regarding playful activities and socio-cultural animation among students of the Early Childhood Education program who carry out Community Service internships in the Latacunga canton. The research was developed using a mixed-methods approach, with a descriptive design and a bibliographic and field research modality, following inductive and deductive methods. Similarly, for data collection, interview and survey techniques were used, with their respective instruments: a question guide aimed at Early Childhood Education teachers and a questionnaire for students carrying out Community Service internships. The results obtained showed that they recognize the importance of playful activities in the teaching-learning process of children; however, there are limitations in planning, resource availability, and integration of cultural elements, which demonstrates the need to strengthen methodological strategies to promote socio-cultural animation in Early Childhood Education with contextualized themes, through the integration of customs, traditions, and traditional games, for heritage preservation and the strengthening of cultural identity, while simultaneously creating spaces for linkage between the school, the family, and the community