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FORTALECIENDO LA CONVIVENCIA POSITIVA MEDIANTE LA APLICACIÓN DE TALLERES DE HABILIDADES BLANDAS CON NIÑOS DE 3 AÑOS DE UNA INSTITUCIÓN EDUCATIVA DE AREQUIPA, CAYMA, 2023
(2026-06-12) LUNA QUISPE Yadira Karla; FLORES CALACHUA Pamela Shirley
This research focuses on enhancing positive coexistence among 3-year-old children through the implementation of soft skills workshops at an educational institution in Arequipa, Cayma, in 2023. Employing a qualitative action research approach, an action plan was devised featuring activities aimed at fostering respect, collaboration, and peaceful conflict resolution. Nineteen children (11 girls and 8 boys) participated in the study, utilizing methods such as participant observation, interviews, and content analysis to assess the workshops' impact. Findings indicate significant improvements in social interaction, emotional expression, and communication skills among the children, demonstrating increased readiness to actively engage in group activities and cooperatively solve problems.
Keywords: Positive coexistence, soft skills, 3-year-old children, early childhood education.
RELACIÓN DE LA CONDUCTA Y EL ENTORNO SOCIAL EN EL APRENDIZAJE DE LA LECTOESCRITURA EN ESTUDIANTES DE PRIMER GRADO DE EDUCACIÓN PRIMARIA DE LA INSTITUCIÓN EDUCATIVA 40163 “BENIGNO BALLÓN FARFÁN” DEL DISTRITO DE PAUCARPATA, AREQUIPA, 2022
(2026-05-21) CHAVEZ RODRIGUEZ, Veronica Janet; MOGROVEJO ALVAREZ, Patricia Jonnvana; SEQUEIROS SALCEDO, Elba
This research arose from the problems observed in first-grade students at Educational Institution No. 40163 “Benigno Ballón Farfán,” located in the Paucarpata district of Arequipa, who exhibit disruptive behaviors and limited socio-emotional skills that interfere with the literacy acquisition process.
The general objective was to understand how behaviors associated with the post- pandemic social and family environment affect literacy learning in first-grade students, through a qualitative case study.
The research was developed using a qualitative approach, with a case study design, which allowed for a deep and contextualized understanding of three students selected for presenting greater behavioral and academic difficulties. The techniques used for data collection were interviews and observation, while the instruments employed included checklists and recording sheets. The overall results showed that behaviors characterized by impulsivity, low frustration tolerance, poor sustained attention, and limited adherence to rules are closely related to stressful family experiences, limited parental supervision, and reduced opportunities for socialization during the pandemic. These conditions negatively impacted the development of literacy skills. In conclusion, the research demonstrates that behavior and the social environment are key factors in early literacy acquisition.
Keywords: Behavior, social environment, literacy.
DESARROLLO DEL LENGUAJE VERBAL A TRAVÉS DE JUEGOS VERBALES EN LOS NIÑOS DE 3 AÑOS DE UNA INSTITUCIÓN, DEL DISTRITO DE JACOBO HUNTER, 2022
(2026-05-11) CHOQUE COSI, Mayra Amelia; PUMA CCORPUNA, Evelyn; SENCIA SAPACAYO, Evelin Lourdes
The main objective of this research study, "Development of Verbal Language through Word Games in 3-Year-Old Children at an Institution in the Jacobo Hunter District, 2022," was to develop verbal language through the use of word games in 3-year-old children at an institution in the Jacobo Hunter District, 2022.
The methodology used for the research was a qualitative, basic approach, using an action research design with a technical-scientific perspective, a participatory practical approach, and participatory action. Observation was used for data collection, and the instruments used were a field diary and a checklist.
The results obtained after implementing the proposed activities were as follows: Most of the children achieved a communicative intent with their surroundings; They were able to convey a communicative intent through questions and answers; there was an understanding of the new vocabulary, which demonstrated improved interaction; The children showed improvements in their gestures, demonstrating confidence through their body language and voice modulation; Finally, the children strengthened their verbal and nonverbal language skills through role-playing activities, easily imitating their characters, using numerous gestures, body language, and voice changes.
Keywords:
Language development, verbal language, and word games.
DESARROLLO DE LA AUTONOMÍA DE LOS NIÑOS Y NIÑAS DE 4 AÑOS DE EDAD DE LA INSTITUCIÓN EDUCATIVA INICIAL N° 344 NILDA REJAS CHAMBILLA – 2022
(2026-05-05) Calizaya Zabalaga, Noelia Yuli; Chiuchi Choque, Maria Del Carmen
The study “Development of autonomy in 4-year-old boys and girls of the Initial Educational Institution No. 344 Nilda Rejas Chambilla - 2022” aimed to observe, describe, and analyze the development of autonomy in children at the initial level. The research was conducted under a qualitative approach, using observation and interviews with children and parents. The sample consisted of six children and six parents.
The results showed that most children presented difficulties in autonomy, especially in hygiene and eating habits, associated with overprotection, lack of clear routines, and insufficient consistent guidance. Likewise, a dependence on adults to solve problems and make decisions was observed. However, some children showed significant progress, such as washing their hands independently, organizing their lunch boxes, using cutlery properly, and choosing their clothing.
Regarding the expression of emotions, children were generally affectionate, showing closeness and empathy; however, some had difficulties regulating emotions such as frustration and anger in challenging situations. In terms of decision-making, most children were able to independently choose their playmates and activities. Nevertheless, limitations were still observed in autonomous conflict resolution, requiring adult intervention to mediate and guide solutions.
It was concluded that the development of autonomy in 4-year-old children requires greater strengthening both at home and at school. In this regard, it is recommended to implement educational strategies that promote independence and encourage decision-making from an early age.
Keywords: Development of autonomy, fend for oneself, expression of emotions and feelings, decision making.
FORTALECIENDO LA COMPETENCIA: LEE DIVERSOS TIPOS DE TEXTOS ESCRITOS EN SU LENGUA MATERNA A PARTIR DE LA METODOLOGÍA DEL AULA INVERTIDA EN LOS ESTUDIANTES DE TERCER GRADO B DE EDUCACIÓN PRIMARIA, AREQUIPA 2023
(2026-04-14) ABIEGA CCAHUANA, Lidia; BENAVENTE PONCE, Ana Lucia; QUISPE SUYO, Ana Cristina
Reading and its comprehension are essential transversal skills in the formation of students. Thus, in the present research, entitled "Strengthening the competence: read different types of written texts in their mother tongue, from the methodology of the inverted classroom in third grade B students of Primary Education, Arequipa 2023", the main objective was to strengthen the competence read different types of written texts in their mother tongue from the methodology of the inverted classroom in third grade B students of Primary Education. A methodology based on the qualitative approach with an action-research design was used.
As for the results, there was an increase in the acquisition of information, identification of main and secondary ideas, identification of specific data and interpretation of information in written texts, thanks to the use of ICT resources through the inverted classroom methodology. Students more easily recognize expressions with figurative meaning and phrases that allow them to infer statements, thus obtaining a preview of the information in the text. Finally, the ability to reflect and evaluate the form, content and context of the text improved in a limited way, where students explain the topic and purpose in a generalized way.
Key words: Inverted classroom, Comprehension, Reflection, Inference, Ideas.