BACHILLERATO
URI permanente para esta colección
Examinar
Envíos recientes
Ítem 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, LuzmilaThe 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.Ítem 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 RaquelGlobally, 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.Ítem LA MOTIVACIÓN POR LA LECTURA EN LA EDUCACIÓN INICIAL(2026-10-06) GUERRA FLORES, Karen Elizabeth; PACCARA PACCARA, Elizabeth; PUMA MAMANI, Katia MagalyReading 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.Ítem 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 RosarioThis 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.Ítem 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 MariaIn 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.Ítem HABILIDADES SOCIALES EN ESTUDIANTES DEL NIVEL DE EDUCACIÓN PRIMARIA, DE UNA INSTITUCIÓN EDUCATIVA DEL DISTRITO DE ALTO SELVA ALEGRE, AREQUIPA, 2025(2026-09-10) CCALLO PUMA, Sadith Concepcion; PARIGUANA MARROQUIN, PlacidoThe objective of this study was to determine the level of social skills, based on self- assessment, among primary school students at an educational institution in the Alto Selva Alegre district of Arequipa, Peru, in 2025. The research employed a descriptive, quantitative, non-experimental methodology with a cross-sectional design. The population consisted of 160 primary school students, while the sample comprised 60 students selected according to pre- established criteria. A Likert-scale survey was used to collect data and assess social skills and their dimensions. The results showed that 50.0% of the students had a medium level of social skills, 41.7% a high level, and 8.3% a low level. In the interpersonal conflict resolution category, 55.0% achieved a medium level, 36.7% a high level, and 8.3% a low level. From the perspective of participation in democratic coexistence, 55.0% of students are at a medium level, 33.3% at a high level, and 11.7% at a low level. Furthermore, in the area of emotional management in social interactions, 56.7% showed a medium level, 33.3% a high level, and 10.0% a low level. Finally, regarding social identity and self-esteem, 55.0% presented a medium level, 33.3% a high level, and 11.7% a low level. It can be inferred that the students predominantly possess medium-level social skills, indicating that they have basic competencies to relate effectively with their peers and perform in the academic environment. However, there remains a need to reinforce aspects related to conflict resolution, democratic participation, emotional management, and the strengthening of social identity and self-esteem, with the aim of promoting a more positive, participatory, and healthy school environment. Keywords: Social skills, emotional management, conflict resolution, democratic coexistence, self-esteem, elementary school studentsÍtem ANÁLISIS DOCUMENTAL SOBRE EL APRENDIZAJE COLABORATIVO EN LA EDUCACIÓN PRIMARIA(2026-09-09) CHAVEZ CCORPUNA, Erika; CONTRERAS YUCRA, Diana Sheila; GUEVARA QUISPE, Maria LauraCollaborative learning is key in the educational context, as it is where students strengthen their social, affective, and cognitive skills, as well as their social competencies, enabling them to resolve conflicts and make decisions in everyday life situations. Therefore, the research project aimed to analyze the existing information on collaborative learning for the holistic development of students, using a qualitative approach within a documentary research methodology of the documentary analysis type. This allowed for the use of Boolean operators to collect data and matrices that facilitated the analysis of information using exclusion and inclusion criteria. The research results demonstrated the relevance of collaborative learning by identifying the main theoretical models and pedagogical approaches, highlighting didactic techniques, and establishing the characteristics and elements of collaborative learning, all of which are necessary for the holistic development of students. Collaborative learning helps them learn to value diversity, respect opinions, and build relationships based on mutual respect. In this way, the information on collaborative learning proved to be transcendental because it transforms the student from a passive recipient to an active builder of their knowledge, as well as strengthening the development of their social and interpersonal skills necessary for the present 21st century. Keywords: Collaborative learning, academic performance, social skills, theoretical models, pedagogical approaches, and teaching techniquesÍtem INCLUSIÓN DE ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECIALES DEL NIVEL INICIAL EN LA EDUCACIÓN BÁSICA REGULAR(2026-09-09) DE LA CRUZ SACSI, Madeleine Nicole; PACOMPIA APAZA, Gabriela RubyThe inclusion of students with Special Educational Needs (SEN) in the early stages of Regular Basic Education (RBE) is essential because this stage is the optimal window for intervention, enhancing their abilities, and laying the foundations for their self-esteem. In practice, I have seen that this is the time when they learn crucial social and communication skills through play and interaction. In addition, their presence enriches the group, fostering empathy, tolerance, and appreciation of diversity in all children from an early age. This is because it is the first stage in which the foundations of socio-emotional and cognitive development are laid. The active participation of families in this process is crucial, as their close collaboration with teachers strengthens children's learning and adaptation, creating an essential support network. Guaranteeing this right to education from an early age not only lays the foundation for a successful school career, but also fosters values of respect and diversity throughout the educational community. As also mentioned in Law No. 32289, which guarantees and promotes access to Regular Basic Education (EBR) and Alternative Basic Education (EBA) for students with disabilities and promotes teacher training in Inclusive Education, this legal framework reinforces the commitment to building a more just society from early childhood. However, despite the legal frameworks that protect it, exclusion still persists in various institutions, often due to attitudinal barriers or lack of resources. This reality makes it urgent to analyze teachers' perceptions of inclusive education and the pedagogical strategies applied in the classroom, as it is educators who, with their training and attitude, largely determine the quality of the inclusive experience. A systematic review was conducted of 20 theoretical studies selected from a total of 58,418 documents (articles, books, journals, and theses). The search was conducted in databases such as Scopus and Google Scholar (2020-2025), using terms such as “inclusive education,” “inclusive teaching strategies,” “special educational needs,” and “early childhood education” in Spanish, English, Portuguese, Catalan, and Italian. As a result, the authors reviewed agree that the inclusion of students with SEN in early childhood education is a complex process that depends on well-trained teachers with positive attitudes, supported by flexible pedagogical strategies such as Universal Design for Learning (UDL) and collaborative learning, and sustained by strong collaboration between families and specialists. However, this ideal clashes with systemic barriers (lack of resources, insufficient training, lack of interest on the part of teachers, lack of educational policies, and low involvement of parents) that perpetuate a gap between the inclusive discourse of policies and the reality of classrooms. Despite progress, greater efforts are still needed to strengthen teachers' pedagogical skills, optimizing inclusive strategies alongside materials and/or resources. Furthermore, collaboration across the entire educational community must be promoted in order to ensure the true inclusion of children with SEN at the early childhood level. Keywords: Inclusive Education, Inclusive Teaching Strategies, Special Educational Needs, Early Childhood EducationÍtem PARTICIPACIÓN INFANTIL EN PROGRAMAS DE EDUCACIÓN AMBIENTAL: ANÁLISIS DE METODOLOGÍAS Y RESULTADOS EN NIÑOS PREESCOLARES(2026-09-09) CCORAHUA CONDORI, Sarai Judith; QUISPE JARA, Victoria Antoñieta; QUISPE VIDAL, Luz MelanieThe current global ecological crisis demands that sustainability be integrated into the early stages of human development. This study analyzes children’s participation in preschool environmental education, a crucial stage for the development of ecological habits. Barriers such as curricular rigidity, limitations in specialized teacher training, and conceptions that do not yet fully recognize children as active agents of learning still persist. A systematic review was conducted following the PRISMA 2020 protocol, searching the ERIC, Scopus, and Google Scholar databases; the focus was placed on publications from the 2020–2025 period concerning participatory methodologies in preschool environmental education. The PICOC framework guided the search and analysis, focusing on empirical studies about children assuming a personal and active role in their environment. Based on the 16 studies analyzed, it was concluded that preschool children demonstrate significant capabilities when they are allowed to actively engage in environmental activities through relevant methodological interventions. The evidence reveals that experiences such as body exploration, free play in natural environments, and artistic activities using ecological materials promote children’s cognitive, socio-emotional, and ethical development. The results show that genuine participation goes beyond the acquisition of factual knowledge, generating a profound change in pro- environmental attitudes, values, and behaviors. The findings also highlight a significant transfer of learning to family contexts, in which children act as multipliers of environmental science. Keywords: Environmental education, child participation, participatory methodologies, preschools, ecological awarenessÍtem INTERCULTURALIDAD Y CONVIVENCIA ENTRE NIÑOS PERUANOS Y VENEZOLANOS EN EDUCACIÓN INICIAL(2026-09-09) VILLALBA MONTES, Shamira Joselin; ZEGARRA PAREDES, Maria Fernanda; ZEGARRA SIMARAURA, Daleska PatriciaFaced with high levels of Venezuelan migration to Peru, educational institutions encountered challenges related to cultural diversity. In early childhood education, the foundations were laid for social interaction and consideration for others; therefore, it was crucial to analyze initiatives that would promote peaceful coexistence between Peruvian and Venezuelan children. This research used a systematic review methodology within the framework of the PRISMA (2020) guideline to ensure transparency and rigor in the selection and synthesis of evidence. The research question was structured under the PICO framework, complemented by the CHIP approach to analyze qualitative dimensions. Relevant sources addressing issues of interculturality, interpersonal relationships, and pedagogical practices in early educational contexts were selected. An exhaustive search was conducted in academic databases (Google Scholar, SciELO, Dialnet, Redalyc), using terms such as “interculturality,” “early education,” and “coexistence”. The studies were selected using predefined inclusion criteria and evaluated using tools such as GRADE (Guyatt et al., 2008) to assess the strength of the evidence. The initial search yielded 310 records. After removing duplicates and filtering for thematic and methodological relevance, 20 articles that met the selection criteria were analyzed. The process included screening, data extraction in PRISMA tables, and thematic analysis of findings. The results revealed methodological barriers, highlighting weak teacher training in diversity management and limited application of playful and inclusive strategies, associated with poor implementation of intercultural approaches in the curriculum. However, effective pedagogical practices were also identified, such as the use of cooperative games and activities that promoted dialogue and empathy. It was concluded that cultural integration in early childhood education could not be understood unilaterally as a response to diversity, but rather as an indispensable condition for ensuring respectful coexistence in schools. The methodological barriers that limited this integration had to be overcome through active, inclusive, and playful teaching strategies. The documents reviewed showed that developing interpersonal skills, incorporating playful activities, and recognizing cultural diversity in the classroom allowed for the creation of more empathetic and collaborative environments. Therefore, a comprehensive commitment was needed from teachers, educational institutions, and educational policies that prioritized human, emotional, and social development from the earliest stages of education. Keywords: Early Childhood Education, interculturality, coexistenceÍtem ESTRATEGIAS PEDAGÓGICAS EN LA CONVIVENCIA ESCOLAR DEL NIVEL INICIAL DESDE EL ASPECTO SOCIOEMOCIONAL, CONDUCTUAL Y COGNITIVO(2026-09-09) CALLE CARPIO, Asunción Katherine; LUPINTA CRUZ, Carmen Nery; PINTO ROJAS, Gisel BetaniaEarly childhood education is crucial for child development, addressing cognitive, socio-emotional, and behavioral aspects to lay the foundations for future interpersonal relationships. However, schools face challenges such as the lack of teaching strategies that promote a favorable climate. The purpose of this research was to analyze the existing literature on the influence of teaching strategies on school coexistence at the early childhood level. A documental qualitative review was conducted following the PRISMA 2020 guideline (Page et al., 2021), based on the PICO research question framework of the University of Maryland's international standard. The instrument used was the documentary file; likewise, the methodology consisted of the selection and analysis of literature in the Redalyc, Dialnet, and Google Scholar repositories, obtaining a population of 1,184 scientific publications in the Zotero reference manager, from which duplicates were excluded, leaving 801 articles; screening using inclusion and exclusion criteria yielded 168; reviewing titles and abstracts yielded 54, and after an in-depth review, 18 articles were selected the sample. The quality of the articles was verified using the Joanna Briggs Institute (JBI) checklists. It was concluded that school coexistence is crucial in childhood, and it is important to address the aspects and factors that influence it, as well as to highlight the intervention of educational agents. Keywords: School coexistence, pedagogical strategies, socio-emotional, behavioral, cognitive, early childhoodÍtem MEJORANDO EL APRENDIZAJE COOPERATIVO EN EL ÁREA DE PERSONAL SOCIAL A TRAVÉS DE TALLERES LÚDICOS PEDAGÓGICOS EN LOS NIÑOS DE 5 AÑOS DE UNA INSTITUCIÓN EDUCATIVA DE CAYMA, 2022(2026-09-09) CARRILLO CORNEJO, Ana Carolina; CONDORI MENDOZA, Milagros LisbhetThe research entitled Improving cooperative learning in the area of social personnel through playful pedagogical workshops in 5-year-old children from an educational institution in Cayma 2022, has the general objective of improving cooperative learning by carrying out playful workshops that are capable of developing their personal and social skills, this research is part of a qualitative approach, non-experimental design, cross-sectional and participatory action type. For data collection, the observation method was used with the use of three instruments: field diary, checklist and evaluation rubric. The population is 20 children and the sample is 12 girls and 8 boys. Likewise, intervention of twelve pedagogical playful workshops was carried out where cooperative learning was improved taking into account the following subcategories: positive interdependence, group processing and face-to-face interaction. Finally, it was concluded that the pedagogical play workshops have allowed us to improve cooperative learning and these results were obtained thanks to the analysis and discussion of the results obtained by our evaluation instruments used in the research process. Keywords: Cooperative learning, group processing, face-to-face interaction, positive interdependence.Ítem ANÁLISIS DOCUMENTAL DE LA HORA DEL JUEGO LIBRE EN SECTORES EN NIÑOS DEL NIVEL INICIAL(2026-09-09) ANGULO CACERES, Ruth Karina; FLORES CUNO, Zahira Isabel; PÉREZ PEREZ, Geraldine DayelskaThis research, entitled "Documentary Analysis of Free Play Time in Early Childhood Education Sectors," aimed to analyze how free play time in early childhood education sectors influences children at this level of education by analyzing various documentary sources. Specifically, the study aimed to describe the importance of play, explain the different pedagogical approaches to play in early childhood education, and describe the methodology of free play time in early childhood education sectors. The study is framed within a qualitative approach, with a descriptive documentary research design and method. A systematic review of books, academic articles, theses, and specialized documents was conducted, applying categorization, coding, and qualitative content analysis techniques to interpret the information obtained. The main findings show that free play in early childhood education sectors fully supports children's development, fostering their different areas of learning and fostering meaningful experiences. It is concluded that this strategy is consolidated as an enriching space within the educational program, requiring adequate, organized spaces and accessible materials, as well as the role of the teacher in support, observation, and guidance. KEY WORDS: Play, Sectors, Comprehensive Development, Autonomy, Children, Early Childhood, and Learning.Ítem REVISIÓN DOCUMENTAL DE LA INTELIGENCIA EMOCIONAL EN EL APRENDIZAJE EN EDUCACIÓN PRIMARIA(2026-09-09) CHURATA GONZALES, Cintia Karely; LA TORRE RAVELO, Shirley Yadira; ZUÑIGA GARCIA, Ada KareliaCurrently, education is not limited solely to the cognitive development of primary school students, but also recognizes the importance of emotional intelligence in their holistic development. Effective emotional management fosters motivation, concentration, and academic performance, all essential aspects for their personal and social well-being. Therefore, this study aimed to analyze information sources on emotional intelligence in primary school learning. The research employed a qualitative approach with a documentary design, involving the search, analysis, and interpretation of primary and secondary sources, as well as the application of bibliographic techniques. The results demonstrate that the models of Gardner, Salovey and Mayer, Goleman, and Bisquerra have provided a solid foundation for understanding emotional intelligence in the school context. Key competencies identified include self-awareness, self-regulation, motivation, empathy, and social skills. Furthermore, emotional intelligence is fundamental to the student's holistic development, as it strengthens social interaction, emotional well-being, and the construction of meaningful learning. Furthermore, clear benefits have been identified, such as self-confidence, resilience, problem-solving and conflict resolution skills, and positive emotional management. For classroom implementation, strategies such as reflective storytelling, interactive activities, audiovisual resources, and collaborative activities are recommended to allow for the practical development of these emotional competencies in primary school students. Keywords: Emotional intelligence, models, competencies, learning, strategies, Primary EducationÍtem ANÁLISIS DOCUMENTAL SOBRE LA IMPORTANCIA DEL MATERIAL DIDÁCTICO EN EL NIVEL INICIAL PERUANO(2026-09-09) AYAMAMANI TOMAYLLA, Nikol Alejandra; NEYRA SUAREZ, Nayeli Esthefany; ROSAS AGUILAR, Laura LuciaThis documentary research aims to determine the importance of didactic materials in Peruvian early childhood education. Based on the analysis of national and international theoretical and empirical sources, the study explores the role of didactic materials in three fundamental learning dimensions: discovery learning, social learning, and meaningful learning. First, the findings show that didactic materials support discovery learning by encouraging children to explore, manipulate, and interact actively with their environment, as proposed by Bruner. Second, from Vygotsky's perspective, these materials promote social learning by facilitating peer interaction and teacher mediation, creating collaborative settings that enhance cognitive and emotional development. Third, aligned with Ausubel’s theory, didactic materials enable children to connect new knowledge with their prior experiences, fostering meaningful learning that is practical, contextualized, and enduring. This study adopted a qualitative approach, utilizing a documentary research method. The bibliographic technique was key for data collection, involving a comprehensive review and content analysis of primary and secondary sources that underpin the research; in addition to the use of inclusion and exclusion criteria. Obtaining from this search a documentary sample consisting of 30 bibliographic references. Overall, the research highlights that didactic materials are essential tools for providing playful, inclusive, and dynamic learning experiences in early childhood education. Their effective use contributes to the integral development of children and the continuous improvement of educational quality. KEYWORDS Didactic materials, early childhood education, discovery learning, social learning, meaningful learning, child development.Ítem IMPORTANCIA DE LAS HABILIDADES SOCIALES EN EL NIVEL INICIAL: UN ANÁLISIS DOCUMENTAL(2026-09-09) CHACON COAQUIRA, Melanie Thais; CHAIÑA URDANIVIA, Jaqueline Veronica; PIMENTEL CALDERON, Deyanira YuleydiThis study is a documentary analysis that seeks to determine the importance of social skills in early childhood education students, a decisive stage for their socio-emotional development. The research is guided by the question: How is the importance of social skills in early childhood education determined through documentary analysis? To answer this, 35 bibliographic, hemerographic, and academic sources were reviewed, selected according to criteria of timeliness, relevance, and reliability. The theoretical framework is based on authors such as Goleman, Bandura, and Vygotsky, who provide different perspectives on social interaction, emotional self- regulation, and learning in collaborative contexts. From this perspective, social skills are classified into three subcategories: basic, affective, and advanced. Among them, behaviors such as greeting, politeness, empathy, teamwork, effective communication, and peaceful conflict resolution stand out. These competencies allow children to interact, express emotions, adapt to their environment, and strengthen coexistence. Methodologically, the study adopted a qualitative approach using techniques such as work cards, literature review, and content analysis. The results show that promoting social skills from the preschool stage contributes to comprehensive development, encourages mutual respect, and enhances collaborative learning. The study acknowledges limitations related to restricted access to certain scientific sources, the limited time of professional practice, and the initial experience in documentary search strategies. However, it concludes that fostering these competencies from early childhood is essential for shaping empathetic, responsible, and emotionally balanced citizens. Keywords: Social skills, integral development, early childhood education, social interaction.Ítem EL JUEGO SIMBÓLICO EN LA PRIMERA INFANCIA(2026-09-09) CHAIÑA URDANIVIA, Sandra; MURGIA SISA, Nery RocioSymbolic play is important in early childhood education, as it allows children to develop holistically, in cognitive, socio-emotional, and communicative domains. This systematic review, conducted under the PRISMA model, was carried out through the selection and análisis of studies published between 2020 and 2025 using academic databases. The main objective is to synthesize scientific evidence on the impacto of symbolic play on the socio-emotional, cognitive, and communicative development of children in early childhood. The systematic review followed the PRISMA model; furthemore, specific inclusion and exclusion criteria were established to guide selection of studies addressing symbolic play and its influence on child development. Initially, a total of 8,229 studies were identified acrooss various databases. Subsequently, a selection processes was conducted, resulting in 20 articles chosen base their relevance and quality. Of these, 10 were obtained from Sciencedirect, 4 from Redalyc, 4 from Dialnet, and 2 from Google Scholar. Based on these studies, a table was developed to organize the findings clearly. Among the main findings, Alvear et al. (2023), highlight symbolic play as an effective pedagogical resource that stimulates thinking and skill development in children. Likewise, from a cognitive perspective, Herrera and Gonzales (2023) indicate that teacher support, a conducive environment, and the availability of appropriate materials are essential for promoting cognitive and motor development. In addition, from a socio-emotional perspective, Cáceres et al. (2024) shows that symbolic play fosters imagination, emotional expression, and socialization, which are key factors in socio-emotional development. Finally, in the communicative domain, Chujandama et al. (2023) state that symbolic play promotes language development, as it enables children to expand their vocabulary, improve grammar, and better understand what they hear. In summary, this systematic review shows that symbolic play has a positive impact during early childhood; therefore, its in educational activities strengthens cognitive, socio-emotional, and communicative development, making it a fundamental pedagogical strategy in early childhood education. Keywords: Symbolic Play, Early Childhood, Cognitive Development, Socio- Emotional Development, Communicative Development.Ítem PROBLEMAS DE ESCRITURA - DISGRAFÍA: ESTUDIO DE CASO DE UN ESTUDIANTE DEL 5TO GRADO DE PRIMARIA DE LA INSTITUCIÓN EDUCATIVA 40171 “SANTÍSIMA VIRGEN DE FÁTIMA” DEL DISTRITO DE JOSE LUIS BUSTAMANTE Y RIVERO, AREQUIPA, 2022(2026-09-09) CHALCO CARBAJAL, Jacqueline Elena; PORTUGAL MACHACA, Rosemary Claudia; SOBERON ZEGARRA, Cecilia InesDifficulties in the writing process constitute a significant educational issue because they affect not only the graphic quality of written productions but also students’ confidence, autonomy, and academic performance. In elementary education, writing represents a fundamental competency for expressing ideas, constructing knowledge, and participating in different communicative situations. However, some students present persistent difficulties related to dysgraphia, which are often overlooked or interpreted merely as “poor handwriting,” limiting timely pedagogical intervention. Based on this reality, the motivation for this study emerged, aimed at understanding the manifestations of dysgraphia in a fifth-grade elementary school student by identifying the graphomotor, postural, and functional factors involved in the student’s writing process. The general objective of this research was to understand the manifestations of dysgraphia in the writing process of a fifth-grade elementary school student from an educational institution. To achieve this purpose, aspects related to the development of fine motor skills, graphomotor control, pencil grip and handling, writing pressure, body posture, writing speed, and handwriting legibility were analyzed. The study was conducted using a qualitative approach because it sought to understand and interpret the specific characteristics of the phenomenon within the student’s natural context. It corresponded to a case study research design, focused on the in-depth analysis of a specific educational situation. The methodological design allowed information to be collected from various sources through techniques such as observation, analysis of written productions, and graphomotor assessment. The instruments used included an observation guide, field diary, graphomotor test, writing assessments, and documentary analysis records, allowing data triangulation to ensure a deeper understanding of the case studied. The results showed that the manifestations of dysgraphia were mainly associated with difficulties in the development of fine motor skills, reflected in stiffness of hand movements, limited eye-hand coordination, and lack of confidence during graphomotor activities. Likewise, difficulties in graphomotor control were identified through irregular strokes, excessive pencil pressure, fatigue during writing tasks, and inappropriate grip of the writing instrument. In addition, incorrect body posture, improper notebook positioning, and limited spatial organization influenced writing quality, causing slow writing speed, irregular letter size, inappropriate word spacing, and decreased handwriting legibility. It is concluded that dysgraphia is a difficulty that requires understanding from a comprehensive perspective, considering motor, emotional, family, and pedagogical factors. The findings highlight the importance of early detection and the implementation of graphomotor intervention strategies aimed at strengthening fine motor skills, posture, coordination, and writing confidence. Keywords: Dysgraphia, writing, fine motor skills, graphomotor skills.Ítem 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 CarmenThe 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.Ítem BAJO NIVEL DE AUTOCONTROL Y SU INFLUENCIA EN LA SOCIALIZACIÓN DE ALGUNOS NIÑOS Y NIÑAS DEL AULA DE 4 AÑOS DE UN INSTITUCIÓN EDUCATIVA DE AREQUIPA- 2022(2026-01-09) RAMOS QUISPE, Brenda Marcia; VITA CASTRO, Lucia DoloresLa presente investigación intitulada “Bajo nivel de autocontrol y su influencia en la socialización de los niños y niñas del aula de 4 años” tuvo como propósito principal determinar las causas que generan la falta de autocontrol y su consecuente influencia en la socialización de los niños elegidos para el trabajo. La metodología utilizada es no experimental, transversal ya que se realizó la observación del problema encontrado en un determinado momento en la Institución Educativa en el aula de 4 años y no se realizó ninguna intervención en la variable. Es descriptiva por que finalmente se pudo analizar la observación realizada a través de instrumentos como Guía de entrevista a padres de familia, que nos sirvió de base para la obtención de información; el cuaderno de campo que nos permitió seguir el proceso de observación a lo largo del tiempo y la lista de cotejo y recolectar información relacionada al autocontrol y la socialización que presentan los niños y niñas en diferentes actividades Los resultados determinan que existen diversas causas que generan la falta de autocontrol en los niños y consecuentemente problemas en la socialización dentro y fuera del contexto educativo. Palabras clave: autocontrol, socialización, causas, influencia