Comunidades en DSpace
Seleccione una comunidad para explorar sus colecciones.
- ispa
Envíos recientes
ANÁLISIS DOCUMENTAL SOBRE LA MOTRICIDAD FINA EN LOS NIÑOS DEL SEGUNDO CICLO DEL NIVEL INICIAL
(2026-10-16) MENDOZA TORRES, Jennifer Michelle; PACHO BERNEDO, Joice Katherine; QUISPE LEÓN, Luzmila
The documentary analysis of fine motor skills in children in the second cycle of preschool focuses on the motor skills presented by children in the aforementioned educational setting. This analysis seeks to describe hand-eye coordination, analyze facial motor skills, and describe the phonetic motor skills of children in the second cycle of preschool education.
The research adopts a qualitative perspective, using a descriptive documentary design and method. To achieve this objective, a systematic review of libraries containing books, research articles, dissertations, and specialized texts was conducted. Categorization, coding, and qualitative content analysis techniques were applied to the collected data.
Recent findings indicate that fine motor skills are vital for child development, social interaction, emotional expression, and the acquisition of school-related skills such as writing and speaking. It is noted that the development of this skill is related to both the child's motor maturity and a stimulating environment. It is crucial for caregivers to provide appropriate and purposeful play and activities that are appropriate for the child's age and developmental stage. Although some limitations in specialized academic resources made accessing relevant literature challenging, the analysis helped meet the stated objectives and establish a solid theoretical foundation regarding the components that comprise fine motor skills.
Keywords: fine motor skills, visual-motor coordination, facial motor skills, phonetic motor abilities, early childhood education, documentary analysis, child development.
EFICACIA DE LOS PROGRAMAS DE LITERACIDAD EMERGENTE EN EL DESARROLLO DE HABILIDADES PRELECTORAS
(2026-10-16) ANCONEIRA BEJAR, Alejandra Nayely; CURI SUCASAIRE, Beatriz; YANA HUAMANI, Ediluz Raquel
Globally, in Latin America, and particularly in Peru, the lack of emergent literacy in early childhood education is an alarming reality; this situation creates academic gaps that tend to worsen over time. In response, this research aims to analyze the effectiveness of emergent literacy programs in developing pre-reading skills in early childhood education, based on scientific evidence published over the last five years. Methodologically, the study employed a qualitative, documentary approach, designing a systematic literature review following the PRISMA 2020 flowchart. Searches in open access databases yielded 156 initial records, from which 20 studies were selected that met the eligibility criteria and the Joanna Briggs Institute (JBI) methodological quality assessment. The results demonstrated that these programs are effective when they apply playful and contextualized approaches through children's stories, phonological awareness activities, and alphabet games. Teacher training and family participation stood out as facilitating factors. In contrast, the main barriers were insufficient teacher training, traditional rote learning methods, and socioeconomic inequalities. It is concluded that emergent literacy programs strengthen pre-reading skills in early childhood when they integrate phonological awareness, oral vocabulary, auditory comprehension, and alphabet recognition using dynamic, neuroscientific methodologies.
Key words: Emergent literacy, prereading skills, initial education, programs.
LA MOTIVACIÓN POR LA LECTURA EN LA EDUCACIÓN INICIAL
(2026-10-06) GUERRA FLORES, Karen Elizabeth; PACCARA PACCARA, Elizabeth; PUMA MAMANI, Katia Magaly
Reading motivation in Early Childhood Education is an increasingly relevant topic because of its connection to language development, comprehension, and the enjoyment of reading from the earliest years of life. However, the literature still shows gaps regarding the factors that encourage or limit this process, especially in Latin American and national contexts, where teacher mediation, family support, and sociocultural conditions play an important role. In response to this issue, this documentary study aimed to analyze the scientific literature on reading motivation in early childhood, in order to answer the following research question: what factors influence reading motivation at this educational stage?
The study was developed under a qualitative approach through a documentary review of specialized bibliographic sources, including scientific articles, theses, and books related to the topic. The analysis showed that reading motivation depends on several interrelated factors, among which stand out the pedagogical role of the teacher, active family participation, and
the use of meaningful, playful, and context-based pedagogical strategies. In conclusion, the literature review shows that promoting reading motivation in Early Childhood Education requires coordinated work among school, family, and the sociocultural environment in order to strengthen positive reading experiences from early childhood.
Keywords: reading motivation, early childhood education, documentary research, teacher role, family.
PERSPECTIVAS DE LAS ESCUELAS MONOGENÉRICAS EN LA EDUCACIÓN, UNA REVISIÓN DOCUMENTAL
(2026-09-17) ALE VERANO, Alejandra Adriana Deyaneyra; PFOCCOALATA CALLANTE, Lita; URQUIZO CASTILLO, Adamary del Rosario
This documentary review aimed to analyze the theoretical and pedagogical perspectives supporting the Single-Sex School model. The study utilized a qualitative and descriptive approach, based on the systematic review of 22 high-quality academic sources. Results consistently indicate that the model is primarily founded on the premise of intrinsic differences (biological, psychological, and pedagogical) between sexes to optimize the teaching-learning process. However, historical analysis suggests it has also reinforced the reproduction of traditional social roles and the sexual division of labor. The discussion reveals a strong ideological and legal controversy that pits educational freedom against the principle of equality. Pro-arguments consistently highlight improved academic performance, increased self-esteem, and reduced disruptive behavior and bullying; while contra-arguments criticize the risk of social isolation and undermining the formation of civic-democratic principles. In the Peruvian context, the limited evidence suggests positive effects on student performance and conduct, but emphasizes the scarcity of national scientific research. The current debate is concluded to be a conflict between the pedagogical autonomy of institutions and the state's mandate for gender equality mainstreaming.
Keywords: Differentiated education, Coeducation, Theoretical-pedagogical perspectives, Educational impact.
ANÁLISIS DOCUMENTAL SOBRE INTERACCIONES POSITIVAS EN NIÑOS DE 3 AÑOS DEL NIVEL INICIAL, AREQUIPA, 2025
(2026-09-17) CEREZ GUTIERREZ, Cary Lucero; HANCCO TEJADA, Pamela Andrea; ROMERO VARGAS. Dulce Maria
In the early childhood stage, especially among 3-year-olds, difficulties are frequently observed, including challenges with social interactions, as they are just beginning their socialization process.
This research analyzes the relevance of classroom interactions, considering them a fundamental pillar for children's holistic development, encompassing socio-emotional aspects, language and communication, and play as pedagogical strategies. Interactions foster holistic development, creating meaningful learning environments. Therefore, will documentary analysis through database exploration contribute to understanding positive interactions in 3- year-old children in early childhood education?
Various studies, such as those conducted in Ecuador (2020) by Sigcha, highlight that, globally, especially in developing countries, insufficient emphasis is placed on fostering the development of social interaction skills. It is noted that if a child is not socially active, they will not be able to develop holistically. Consequently, there is a growing concern about behaviors such as a lack of self-regulation, cooperation, and frequent conflicts among children, which negatively impact their learning.
The objective of this research is to conduct a documentary analysis through database exploration, contributing to the understanding of interactions based on socio-emotional aspects, language and communication, and play as a pedagogical strategy. This review and analysis will allow us to systematize and analyze previous studies on the topic. These methodologies are enriching contributions, as they involve a rigorous selection of studies from reliable sources. This was carried out through problem identification and the formulation of objectives.
It is concluded that, based on the reviewed research, positive interactions influence the process of socialization, adaptation, and the formation of children's personalities. According to the reviewed studies, this should be fostered as it influences children's holistic development and well-being, preparing them to face the challenges of future life.
Keywords: Positive interactions, socio-emotional development, language and communication, and play as a pedagogical strategy.