Examinando por Autor "Ochoa Cónguta, Claudia Elena"
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- ÍtemEstrategias lúdicas para vincular armónicamente a los niños y niñas de transición al grado primero en la I.E.D. República Dominicana(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Bernal Rojas, Verónica; Ochoa Cónguta, Claudia Elena; Sánchez R., Santos Fernando; Venegas Luque, RocíoThe following proposal takes place at the I.E.D. Dominican Republic, located in the town of Suba 11. In which some difficulties presented by early childhood children entering first grade are evident, the most frequent being affective dependence due to the attachment of both children to their parents and of them to their children; since they consider that the transition grade students are very young and cannot assume the roles of a basic elementary school; on the one hand with so many subjects, suitcase and weight of the notebooks and on the other hand, the teachers are not going to take them into account and even less to take care of the number of students in each classroom. Therefore, the fear and uncertainty of the unknown, of changes, of leaving the comfort zone, leads them to restrict the child's potential, limiting his integral development that begins to strengthen when entering the elementary school cycle. Therefore, the purpose of this research is: To implement playful strategies that allow the harmonious passage of children from transition grade to first grade, through pleasant spaces, from the moment the child enters their classroom, during their rest and until the end of their school day, in order to contribute to a harmonious transition of the boys and girls of first grade, to promote their integration and integral development.
- ÍtemSeguimiento de instrucciones verbales y escritas a través del juego dirigido en grado segundo del Colegio República Dominicana(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Ochoa Cónguta, Claudia Elena; Rodríguez Cifuentes, David Mauricio; Sánchez Rodríguez, Santos Fernando; Suárez Castro, Ruth MilenaThis research entitled: Follow-up of verbal and written instructions through directed play in the second grade of the Dominican Republic School, addressed the lack of follow-up of instructions by the participants, who presented difficulties in listening, understanding and processing the instructions given by the teachers. This problem was visualized through the characterization applied to the sample. From this perspective, the general objective was: To promote the following of verbal and written instructions by means of directed play, strengthening attention in the second grade students of the Dominican Republic School. In order to formulate the hypothesis of the process and evaluate the emerging findings, a qualitative approach with action research was considered. Some instruments to collect data and record the effects of the implementation stage were semi-structured surveys answered by parents, teachers and students, direct observation and the researchers' diary in which they recorded significant findings. As a relevant ludic strategy, human chess was chosen, with specific instructions given to 40 students of grade 201 as a sample of the participating population, in order to comply with the objectives and the general purpose of this research. In conclusion, the data obtained were analyzed and the emerging findings showed that the implementation of directed games contributes to the development of students' attention, in order to maintain longer periods of concentration. In general, the relationship between the theory proposed by the authors and the positive impact of applying it for educational purposes was shown.