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Propeller of formative research in high school and university<br /><div class="js-profile-less-about u-linkUnstyled u-tcGrayDarker u-textDecorationUnderline u-displayNone">less</div></div></div><div class="suggested-academics-container"><div class="suggested-academics--header"><h3 class="ds2-5-heading-sans-serif-xs">Related Authors</h3></div><ul class="suggested-user-card-list" data-nosnippet="true"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a data-nosnippet="" href="https://sancarlos.academia.edu/Gamer2018"><img class="profile-avatar u-positionAbsolute" alt="Gamer 2018 related author profile picture" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/109899378/27195007/25593789/s200_gamer.2018.jpg" /></a></div><div class="suggested-user-card__user-info"><a 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class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Edgar Curay</h3></div><div class="js-work-strip profile--work_container" data-work-id="37191935"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37191935/La_matem%C3%A1tica_a_trav%C3%A9s_del_juego"><img alt="Research paper thumbnail of La matemática a través del juego" class="work-thumbnail" src="https://attachments.academia-assets.com/57142981/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37191935/La_matem%C3%A1tica_a_trav%C3%A9s_del_juego">La matemática a través del juego</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">El conocimiento matemático sirve para  comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto,  su aprendizaje es primordial en esta etapa.<br />El objetivo principal  es el desarrollo cognitivo; entonces,  conocer  la importancia  del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.<br />Dentro de este rango de edad, he considerado a los niños  de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el  progreso del niño en el desarrollo  intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la  lógica  matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos  y motores para la manipulación de los objetos, desde los  6 años de vida; además,  se debe estimular  estas  relaciones lógico matemáticas con el medio circundante del niño, ayudando así,  al desarrollo a través de las propias experiencias. <br />Aprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.<br />Es la mejor pedagogía afectiva y recreativa;  es decir el uso del juego es la mejor  he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.<br />El aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar  el  estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. <br />Palabras claves: La matemática, juego, infantil</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="806fa38dda663476731d33b930cee4a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57142981,"asset_id":37191935,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57142981/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37191935"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37191935"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37191935; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37191935]").text(description); $(".js-view-count[data-work-id=37191935]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37191935; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37191935']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "806fa38dda663476731d33b930cee4a2" } } $('.js-work-strip[data-work-id=37191935]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37191935,"title":"La matemática a través del juego","translated_title":"","metadata":{"abstract":"El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto, su aprendizaje es primordial en esta etapa.\nEl objetivo principal es el desarrollo cognitivo; entonces, conocer la importancia del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.\nDentro de este rango de edad, he considerado a los niños de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el progreso del niño en el desarrollo intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la lógica matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos y motores para la manipulación de los objetos, desde los 6 años de vida; además, se debe estimular estas relaciones lógico matemáticas con el medio circundante del niño, ayudando así, al desarrollo a través de las propias experiencias. \nAprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.\nEs la mejor pedagogía afectiva y recreativa; es decir el uso del juego es la mejor he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.\nEl aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar el estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. \nPalabras claves: La matemática, juego, infantil \n"},"translated_abstract":"El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto, su aprendizaje es primordial en esta etapa.\nEl objetivo principal es el desarrollo cognitivo; entonces, conocer la importancia del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.\nDentro de este rango de edad, he considerado a los niños de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el progreso del niño en el desarrollo intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la lógica matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos y motores para la manipulación de los objetos, desde los 6 años de vida; además, se debe estimular estas relaciones lógico matemáticas con el medio circundante del niño, ayudando así, al desarrollo a través de las propias experiencias. \nAprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.\nEs la mejor pedagogía afectiva y recreativa; es decir el uso del juego es la mejor he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.\nEl aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar el estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. \nPalabras claves: La matemática, juego, infantil \n","internal_url":"https://www.academia.edu/37191935/La_matem%C3%A1tica_a_trav%C3%A9s_del_juego","translated_internal_url":"","created_at":"2018-08-06T16:49:56.165-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":33146719,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":31775097,"work_id":37191935,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732204,"email":"v***a@hotmail.com","display_order":1,"name":"Viviana Tapia Vega","title":"La matemática a través del juego"},{"id":31775098,"work_id":37191935,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732205,"email":"d***a@hotmail.com","display_order":2,"name":"Deysi Chica Abad","title":"La matemática a través del juego"}],"downloadable_attachments":[{"id":57142981,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142981/thumbnails/1.jpg","file_name":"La_matematica_a_traves_del_juego.docx","download_url":"https://www.academia.edu/attachments/57142981/download_file","bulk_download_file_name":"La_matematica_a_traves_del_juego.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142981/La_matematica_a_traves_del_juego.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLa_matematica_a_traves_del_juego.docx\u0026Expires=1743162462\u0026Signature=VCP4RLGYNqMW8Ju-c7u4Uptp0sb4BR2wn2dK48LNvO6niZaPz3-B3x6b3RXqvLx1DmvNZx7Tr84dobGyiODABPxExF8K-p-zOHqYH6fgtINZ-BI6iD~S1mYb56RjSBZVJLV9T3VF69qwUH-~nkyKu-ExqyaAi-uznothyZCn9lqGYwCYk4UGCqCNRwwbRQ72N3jsKUuQFwJ5Ez9X~gUqi7ZB~LE-9t0zWcIY6cHql4ItcRQVkjzi766P1J-2a3fJWCWgZZUeByBFBLwOTQKiOt4e6FDDZxMffaRlJbLN4hzMIoFGRTpONJMUVgAHdNyRhGpZR1kj7~88L0MkpokWKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_matemática_a_través_del_juego","translated_slug":"","page_count":73,"language":"es","content_type":"Work","summary":"El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto, su aprendizaje es primordial en esta etapa.\nEl objetivo principal es el desarrollo cognitivo; entonces, conocer la importancia del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.\nDentro de este rango de edad, he considerado a los niños de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el progreso del niño en el desarrollo intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la lógica matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos y motores para la manipulación de los objetos, desde los 6 años de vida; además, se debe estimular estas relaciones lógico matemáticas con el medio circundante del niño, ayudando así, al desarrollo a través de las propias experiencias. \nAprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.\nEs la mejor pedagogía afectiva y recreativa; es decir el uso del juego es la mejor he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.\nEl aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar el estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. \nPalabras claves: La matemática, juego, infantil \n","owner":{"id":33146719,"first_name":"Edgar","middle_initials":"","last_name":"Curay","page_name":"EdgarCuray","domain_name":"independent","created_at":"2015-07-17T14:22:14.207-07:00","display_name":"Edgar Curay","url":"https://independent.academia.edu/EdgarCuray"},"attachments":[{"id":57142981,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142981/thumbnails/1.jpg","file_name":"La_matematica_a_traves_del_juego.docx","download_url":"https://www.academia.edu/attachments/57142981/download_file","bulk_download_file_name":"La_matematica_a_traves_del_juego.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142981/La_matematica_a_traves_del_juego.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLa_matematica_a_traves_del_juego.docx\u0026Expires=1743162462\u0026Signature=VCP4RLGYNqMW8Ju-c7u4Uptp0sb4BR2wn2dK48LNvO6niZaPz3-B3x6b3RXqvLx1DmvNZx7Tr84dobGyiODABPxExF8K-p-zOHqYH6fgtINZ-BI6iD~S1mYb56RjSBZVJLV9T3VF69qwUH-~nkyKu-ExqyaAi-uznothyZCn9lqGYwCYk4UGCqCNRwwbRQ72N3jsKUuQFwJ5Ez9X~gUqi7ZB~LE-9t0zWcIY6cHql4ItcRQVkjzi766P1J-2a3fJWCWgZZUeByBFBLwOTQKiOt4e6FDDZxMffaRlJbLN4hzMIoFGRTpONJMUVgAHdNyRhGpZR1kj7~88L0MkpokWKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37191919"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37191919/Las_im%C3%A1genes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ni%C3%B1os"><img alt="Research paper thumbnail of Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños" class="work-thumbnail" src="https://attachments.academia-assets.com/57142958/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37191919/Las_im%C3%A1genes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ni%C3%B1os">Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relaci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relacionado con el hecho de que existen maestros de las instituciones educativas, específicamente en el subnivel 1 de preparatoria que no valoran el uso de las imágenes visuales como un recurso primordial para potenciar el desarrollo del lenguaje oral de los niños. Con la presente investigación se identifican los beneficios que ofrecen las imágenes visuales en la formación y desarrollo de los procesos cognitivos siendo uno de ellos el lenguaje. Es así, que se considerará al estudio observacional descriptivo aplicando métodos cualitativos y cuantitativos de investigación dentro de la planificación, al desenvolvimiento de los estudiantes y a la metodología utilizada por las maestras en el desarrollo de las clases del Primer año de Educación Básica Elemental de los paralelos A, B y C de la Unidad Educativa de Fuerzas Armadas Comil-4 " Abdón Calderón " de la parroquia Ricaurte del cantón Cuenca. Las docentes que están a cargo del nivel de preparatoria, poseen el conocimiento necesario sobre las bondades de las imágenes visuales para el desarrollo del lenguaje en la consecución de los objetivos educativos de su nivel, en cuanto a la documentación de evidencias se identifica que el manejo del formato de la planificación microcurricular denota el cumplimiento de las metas de aula, con lo cual las autoridades pueden tener la libertad de generar</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e1e717752d32a80ac4f20c568ea4e6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57142958,"asset_id":37191919,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57142958/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37191919"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37191919"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37191919; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37191919]").text(description); $(".js-view-count[data-work-id=37191919]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37191919; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37191919']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e1e717752d32a80ac4f20c568ea4e6f" } } $('.js-work-strip[data-work-id=37191919]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37191919,"title":"Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños","translated_title":"","metadata":{"abstract":"Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relacionado con el hecho de que existen maestros de las instituciones educativas, específicamente en el subnivel 1 de preparatoria que no valoran el uso de las imágenes visuales como un recurso primordial para potenciar el desarrollo del lenguaje oral de los niños. 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Las docentes que están a cargo del nivel de preparatoria, poseen el conocimiento necesario sobre las bondades de las imágenes visuales para el desarrollo del lenguaje en la consecución de los objetivos educativos de su nivel, en cuanto a la documentación de evidencias se identifica que el manejo del formato de la planificación microcurricular denota el cumplimiento de las metas de aula, con lo cual las autoridades pueden tener la libertad de generar","internal_url":"https://www.academia.edu/37191919/Las_im%C3%A1genes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ni%C3%B1os","translated_internal_url":"","created_at":"2018-08-06T16:31:47.167-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":33146719,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":31775077,"work_id":37191919,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732194,"email":"g***n@hotmail.com","display_order":2,"name":"Grecia Garzón Ordóñez","title":"Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños"},{"id":31775078,"work_id":37191919,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732195,"email":"x***a@ucacue.edu.ec","display_order":3,"name":"Ximena Pozo Aguilar","title":"Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños"}],"downloadable_attachments":[{"id":57142958,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142958/thumbnails/1.jpg","file_name":"Las_imagenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ninos.docx","download_url":"https://www.academia.edu/attachments/57142958/download_file","bulk_download_file_name":"Las_imagenes_visuales_como_un_recurso_pa.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142958/Las_imagenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ninos.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_imagenes_visuales_como_un_recurso_pa.docx\u0026Expires=1743162462\u0026Signature=PQcf8GbGvbiMCv-Hg9cXbNDyk6e~89lwi1NgoRw94unG9g6lx7ewn5BplPyL96y9JgsfJJWaEm1owSnhN26~fRdnX~CiOJ-vzia6gJPKcXLtnbCZuZTxAZLRFiW6tLey2IsDcMziCv5GSL84HXIsJhvN3YGmMfWtbeh7eTm~mOyN9hOcFTnJr37PrmsCVzBOIGWnLCdAbRfX7YDnUaoSj8buRHsWlPrPbiXTfFBbKzaR~mXSgOPO52FGhngOHLsHlryH74SqqJ0FU0~--NFPKyH-ML8blRzQ9c3Ppq1cUbpCDpkep4nEjSk3D1~qGJiqvjYChGtkesQVvs0sMWkYiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Las_imágenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_niños","translated_slug":"","page_count":26,"language":"es","content_type":"Work","summary":"Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relacionado con el hecho de que existen maestros de las instituciones educativas, específicamente en el subnivel 1 de preparatoria que no valoran el uso de las imágenes visuales como un recurso primordial para potenciar el desarrollo del lenguaje oral de los niños. Con la presente investigación se identifican los beneficios que ofrecen las imágenes visuales en la formación y desarrollo de los procesos cognitivos siendo uno de ellos el lenguaje. Es así, que se considerará al estudio observacional descriptivo aplicando métodos cualitativos y cuantitativos de investigación dentro de la planificación, al desenvolvimiento de los estudiantes y a la metodología utilizada por las maestras en el desarrollo de las clases del Primer año de Educación Básica Elemental de los paralelos A, B y C de la Unidad Educativa de Fuerzas Armadas Comil-4 \" Abdón Calderón \" de la parroquia Ricaurte del cantón Cuenca. Las docentes que están a cargo del nivel de preparatoria, poseen el conocimiento necesario sobre las bondades de las imágenes visuales para el desarrollo del lenguaje en la consecución de los objetivos educativos de su nivel, en cuanto a la documentación de evidencias se identifica que el manejo del formato de la planificación microcurricular denota el cumplimiento de las metas de aula, con lo cual las autoridades pueden tener la libertad de generar","owner":{"id":33146719,"first_name":"Edgar","middle_initials":"","last_name":"Curay","page_name":"EdgarCuray","domain_name":"independent","created_at":"2015-07-17T14:22:14.207-07:00","display_name":"Edgar Curay","url":"https://independent.academia.edu/EdgarCuray"},"attachments":[{"id":57142958,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142958/thumbnails/1.jpg","file_name":"Las_imagenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ninos.docx","download_url":"https://www.academia.edu/attachments/57142958/download_file","bulk_download_file_name":"Las_imagenes_visuales_como_un_recurso_pa.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142958/Las_imagenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ninos.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_imagenes_visuales_como_un_recurso_pa.docx\u0026Expires=1743162462\u0026Signature=PQcf8GbGvbiMCv-Hg9cXbNDyk6e~89lwi1NgoRw94unG9g6lx7ewn5BplPyL96y9JgsfJJWaEm1owSnhN26~fRdnX~CiOJ-vzia6gJPKcXLtnbCZuZTxAZLRFiW6tLey2IsDcMziCv5GSL84HXIsJhvN3YGmMfWtbeh7eTm~mOyN9hOcFTnJr37PrmsCVzBOIGWnLCdAbRfX7YDnUaoSj8buRHsWlPrPbiXTfFBbKzaR~mXSgOPO52FGhngOHLsHlryH74SqqJ0FU0~--NFPKyH-ML8blRzQ9c3Ppq1cUbpCDpkep4nEjSk3D1~qGJiqvjYChGtkesQVvs0sMWkYiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37191811"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37191811/Las_Nociones_T%C3%A9mporo_Espaciales_en_el_desarrollo_del_%C3%A1mbito_de_las_relaciones_l%C3%B3gico_matem%C3%A1ticas_de_los_ni%C3%B1os_de_4_a_5_a%C3%B1os"><img alt="Research paper thumbnail of Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años" class="work-thumbnail" src="https://attachments.academia-assets.com/57142890/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37191811/Las_Nociones_T%C3%A9mporo_Espaciales_en_el_desarrollo_del_%C3%A1mbito_de_las_relaciones_l%C3%B3gico_matem%C3%A1ticas_de_los_ni%C3%B1os_de_4_a_5_a%C3%B1os">Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The subject investigated is for the purpose of observing and verifying the temporal-spatial notio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the "Rosa de Jesús Cordero Educational Unit" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.<br />Key Words<br />Logical-mathematical, notions, temporal, spatial, didactic strategies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="23826d0ccfbcbd98967c64a2bde3cab0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57142890,"asset_id":37191811,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57142890/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37191811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37191811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37191811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37191811]").text(description); $(".js-view-count[data-work-id=37191811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37191811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37191811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "23826d0ccfbcbd98967c64a2bde3cab0" } } $('.js-work-strip[data-work-id=37191811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37191811,"title":"Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años","translated_title":"","metadata":{"abstract":"The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the \"Rosa de Jesús Cordero Educational Unit\" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.\nKey Words\nLogical-mathematical, notions, temporal, spatial, didactic strategies.\n\n"},"translated_abstract":"The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the \"Rosa de Jesús Cordero Educational Unit\" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.\nKey Words\nLogical-mathematical, notions, temporal, spatial, didactic strategies.\n\n","internal_url":"https://www.academia.edu/37191811/Las_Nociones_T%C3%A9mporo_Espaciales_en_el_desarrollo_del_%C3%A1mbito_de_las_relaciones_l%C3%B3gico_matem%C3%A1ticas_de_los_ni%C3%B1os_de_4_a_5_a%C3%B1os","translated_internal_url":"","created_at":"2018-08-06T15:56:36.440-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":33146719,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":31775038,"work_id":37191811,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732190,"email":"j***5@est.ucacue.edu.ec","display_order":1,"name":"Jenny Valeria Córdova Ochoa","title":"Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años"},{"id":31775039,"work_id":37191811,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732191,"email":"x***o@hotmail.com","display_order":2,"name":"Ximena Pozo Aguilar","title":"Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años"}],"downloadable_attachments":[{"id":57142890,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142890/thumbnails/1.jpg","file_name":"Las_Nociones_Temporo-Espaciales.docx","download_url":"https://www.academia.edu/attachments/57142890/download_file","bulk_download_file_name":"Las_Nociones_Temporo_Espaciales_en_el_de.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142890/Las_Nociones_Temporo-Espaciales.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_Nociones_Temporo_Espaciales_en_el_de.docx\u0026Expires=1743162462\u0026Signature=UJ24JiCtRsH75IgVbj2PCxutTCAbkPPLsb7x9P~zdFxhHITh51DDQjUR5pN5XoUNmqNneY5ac8uZdT6v9HD1W1Fy2sQepe4omKXoNPQ31LAd5xCNseUK97YaT4RoGnmM1zva2KhHOWV9H52crBa59bkEW72lLNmqNAg2LNdqEh69KNbfiAzgQpVnaTx0pbYYVDxJw6LQU1TzVwd8499C-5nOCbOo7e8jCUUQPEUZpLjDoKX2Iy5sfvHRqtJUDjja45ogbejXeziB8GIytjlPtYe4FVQmoo-83iSdNtMHZ2DQxQTotBvg11bzoqwxo~R0Xlp4SbddDxumkoFyas8IDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Las_Nociones_Témporo_Espaciales_en_el_desarrollo_del_ámbito_de_las_relaciones_lógico_matemáticas_de_los_niños_de_4_a_5_años","translated_slug":"","page_count":19,"language":"es","content_type":"Work","summary":"The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the \"Rosa de Jesús Cordero Educational Unit\" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.\nKey Words\nLogical-mathematical, notions, temporal, spatial, didactic strategies.\n\n","owner":{"id":33146719,"first_name":"Edgar","middle_initials":"","last_name":"Curay","page_name":"EdgarCuray","domain_name":"independent","created_at":"2015-07-17T14:22:14.207-07:00","display_name":"Edgar Curay","url":"https://independent.academia.edu/EdgarCuray"},"attachments":[{"id":57142890,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142890/thumbnails/1.jpg","file_name":"Las_Nociones_Temporo-Espaciales.docx","download_url":"https://www.academia.edu/attachments/57142890/download_file","bulk_download_file_name":"Las_Nociones_Temporo_Espaciales_en_el_de.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142890/Las_Nociones_Temporo-Espaciales.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_Nociones_Temporo_Espaciales_en_el_de.docx\u0026Expires=1743162462\u0026Signature=UJ24JiCtRsH75IgVbj2PCxutTCAbkPPLsb7x9P~zdFxhHITh51DDQjUR5pN5XoUNmqNneY5ac8uZdT6v9HD1W1Fy2sQepe4omKXoNPQ31LAd5xCNseUK97YaT4RoGnmM1zva2KhHOWV9H52crBa59bkEW72lLNmqNAg2LNdqEh69KNbfiAzgQpVnaTx0pbYYVDxJw6LQU1TzVwd8499C-5nOCbOo7e8jCUUQPEUZpLjDoKX2Iy5sfvHRqtJUDjja45ogbejXeziB8GIytjlPtYe4FVQmoo-83iSdNtMHZ2DQxQTotBvg11bzoqwxo~R0Xlp4SbddDxumkoFyas8IDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="20416454"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/20416454/Ambiente_escolar_y_Bullying_en_las_instituciones_educativas_de_la_ciudad_de_Cuenca"><img alt="Research paper thumbnail of Ambiente escolar y Bullying en las instituciones educativas de la ciudad de Cuenca" class="work-thumbnail" src="https://attachments.academia-assets.com/41354941/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/20416454/Ambiente_escolar_y_Bullying_en_las_instituciones_educativas_de_la_ciudad_de_Cuenca">Ambiente escolar y Bullying en las instituciones educativas de la ciudad de Cuenca</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we do not have to let bullying appear within mates. In order to approach to this phenomenon, we require a process of information, reflections based on scenarios where it occurs. That`s the reason, we surveyed 1956 students from institutions of Basic General Education and Bachelorship, from both public and private institutions, they were asked to qualify the classroom environment, they have to tell us where and how bullying occurs in their institutions; they also indicate the person who they comment to when they experience it and to they were asked to rank a number of suggested recommendations to build a friendship. We want, with this contribution, it will be used as motivation for the authorities to carry out a project according to the needs of each institution.<br />KEYWORDS: Harassment, violence, conflict, social interrelations, adolescent</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1078d40c61467609fcf1f3d1282f1607" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41354941,"asset_id":20416454,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41354941/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="20416454"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="20416454"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20416454; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20416454]").text(description); $(".js-view-count[data-work-id=20416454]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20416454; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='20416454']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1078d40c61467609fcf1f3d1282f1607" } } $('.js-work-strip[data-work-id=20416454]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":20416454,"title":"Ambiente escolar y Bullying en las instituciones educativas de la ciudad de Cuenca","translated_title":"","metadata":{"abstract":"No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we do not have to let bullying appear within mates. In order to approach to this phenomenon, we require a process of information, reflections based on scenarios where it occurs. That`s the reason, we surveyed 1956 students from institutions of Basic General Education and Bachelorship, from both public and private institutions, they were asked to qualify the classroom environment, they have to tell us where and how bullying occurs in their institutions; they also indicate the person who they comment to when they experience it and to they were asked to rank a number of suggested recommendations to build a friendship. We want, with this contribution, it will be used as motivation for the authorities to carry out a project according to the needs of each institution.\nKEYWORDS: Harassment, violence, conflict, social interrelations, adolescent"},"translated_abstract":"No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we do not have to let bullying appear within mates. 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Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos  y motores para la manipulación de los objetos, desde los  6 años de vida; además,  se debe estimular  estas  relaciones lógico matemáticas con el medio circundante del niño, ayudando así,  al desarrollo a través de las propias experiencias. <br />Aprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.<br />Es la mejor pedagogía afectiva y recreativa;  es decir el uso del juego es la mejor  he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.<br />El aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar  el  estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. <br />Palabras claves: La matemática, juego, infantil</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="806fa38dda663476731d33b930cee4a2" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57142981,"asset_id":37191935,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57142981/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37191935"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37191935"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37191935; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37191935]").text(description); $(".js-view-count[data-work-id=37191935]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37191935; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37191935']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "806fa38dda663476731d33b930cee4a2" } } $('.js-work-strip[data-work-id=37191935]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37191935,"title":"La matemática a través del juego","translated_title":"","metadata":{"abstract":"El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto, su aprendizaje es primordial en esta etapa.\nEl objetivo principal es el desarrollo cognitivo; entonces, conocer la importancia del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.\nDentro de este rango de edad, he considerado a los niños de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el progreso del niño en el desarrollo intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la lógica matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos y motores para la manipulación de los objetos, desde los 6 años de vida; además, se debe estimular estas relaciones lógico matemáticas con el medio circundante del niño, ayudando así, al desarrollo a través de las propias experiencias. \nAprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.\nEs la mejor pedagogía afectiva y recreativa; es decir el uso del juego es la mejor he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.\nEl aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar el estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. \nPalabras claves: La matemática, juego, infantil \n"},"translated_abstract":"El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto, su aprendizaje es primordial en esta etapa.\nEl objetivo principal es el desarrollo cognitivo; entonces, conocer la importancia del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.\nDentro de este rango de edad, he considerado a los niños de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el progreso del niño en el desarrollo intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la lógica matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos y motores para la manipulación de los objetos, desde los 6 años de vida; además, se debe estimular estas relaciones lógico matemáticas con el medio circundante del niño, ayudando así, al desarrollo a través de las propias experiencias. \nAprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.\nEs la mejor pedagogía afectiva y recreativa; es decir el uso del juego es la mejor he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.\nEl aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar el estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. \nPalabras claves: La matemática, juego, infantil \n","internal_url":"https://www.academia.edu/37191935/La_matem%C3%A1tica_a_trav%C3%A9s_del_juego","translated_internal_url":"","created_at":"2018-08-06T16:49:56.165-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":33146719,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":31775097,"work_id":37191935,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732204,"email":"v***a@hotmail.com","display_order":1,"name":"Viviana Tapia Vega","title":"La matemática a través del juego"},{"id":31775098,"work_id":37191935,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732205,"email":"d***a@hotmail.com","display_order":2,"name":"Deysi Chica Abad","title":"La matemática a través del juego"}],"downloadable_attachments":[{"id":57142981,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142981/thumbnails/1.jpg","file_name":"La_matematica_a_traves_del_juego.docx","download_url":"https://www.academia.edu/attachments/57142981/download_file","bulk_download_file_name":"La_matematica_a_traves_del_juego.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142981/La_matematica_a_traves_del_juego.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLa_matematica_a_traves_del_juego.docx\u0026Expires=1743162462\u0026Signature=VCP4RLGYNqMW8Ju-c7u4Uptp0sb4BR2wn2dK48LNvO6niZaPz3-B3x6b3RXqvLx1DmvNZx7Tr84dobGyiODABPxExF8K-p-zOHqYH6fgtINZ-BI6iD~S1mYb56RjSBZVJLV9T3VF69qwUH-~nkyKu-ExqyaAi-uznothyZCn9lqGYwCYk4UGCqCNRwwbRQ72N3jsKUuQFwJ5Ez9X~gUqi7ZB~LE-9t0zWcIY6cHql4ItcRQVkjzi766P1J-2a3fJWCWgZZUeByBFBLwOTQKiOt4e6FDDZxMffaRlJbLN4hzMIoFGRTpONJMUVgAHdNyRhGpZR1kj7~88L0MkpokWKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"La_matemática_a_través_del_juego","translated_slug":"","page_count":73,"language":"es","content_type":"Work","summary":"El conocimiento matemático sirve para comprender y manejar la realidad, y en la etapa inicial de la vida del párvulo, ayuda a admitir errores, a elegir las palabras correctas, a pensar, hacer las cosas de manera autónoma, y a no rendirse; por tanto, su aprendizaje es primordial en esta etapa.\nEl objetivo principal es el desarrollo cognitivo; entonces, conocer la importancia del juego, elemento básico como generador de aprendizaje, se vuelve imprescindible, y así lograr que las relaciones lógico matemáticas en los niños de 5 a 6 años de edad sean comprendidas de forma dinámica y divertida.\nDentro de este rango de edad, he considerado a los niños de la Escuela ‘’Víctor Ma-nuel Albornoz Cabanilla’’, basando este estudio en los conocimientos que facilitan el progreso del niño en el desarrollo intelectual, siendo relevantes los conocimientos relacionados con las nociones básicas y la lógica matemática. Este aprendizaje comienza con, la formación de los primeros esquemas perceptivos y motores para la manipulación de los objetos, desde los 6 años de vida; además, se debe estimular estas relaciones lógico matemáticas con el medio circundante del niño, ayudando así, al desarrollo a través de las propias experiencias. \nAprender jugando, es una alternativa propia de edades tempranas, y muy asertiva para el desarrollo integral de la persona.\nEs la mejor pedagogía afectiva y recreativa; es decir el uso del juego es la mejor he-rramienta didáctica para la enseñanza que desemboque en un aprendizaje significativo; esta al-ternativa metodológica, ayuda a fortalecer las capacidades y estimula el interés por descubrir nuevos conocimientos.\nEl aprendizaje matemático en edades tempranas es la motivación que me ha llevado a desarrollar este trabajo investigativo, el mismo que pretende acercar el estudio de las relacio-nes lógico matemáticas a través de actividades recreativas enfocadas en las matemáticas. \nPalabras claves: La matemática, juego, infantil \n","owner":{"id":33146719,"first_name":"Edgar","middle_initials":"","last_name":"Curay","page_name":"EdgarCuray","domain_name":"independent","created_at":"2015-07-17T14:22:14.207-07:00","display_name":"Edgar Curay","url":"https://independent.academia.edu/EdgarCuray"},"attachments":[{"id":57142981,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142981/thumbnails/1.jpg","file_name":"La_matematica_a_traves_del_juego.docx","download_url":"https://www.academia.edu/attachments/57142981/download_file","bulk_download_file_name":"La_matematica_a_traves_del_juego.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142981/La_matematica_a_traves_del_juego.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLa_matematica_a_traves_del_juego.docx\u0026Expires=1743162462\u0026Signature=VCP4RLGYNqMW8Ju-c7u4Uptp0sb4BR2wn2dK48LNvO6niZaPz3-B3x6b3RXqvLx1DmvNZx7Tr84dobGyiODABPxExF8K-p-zOHqYH6fgtINZ-BI6iD~S1mYb56RjSBZVJLV9T3VF69qwUH-~nkyKu-ExqyaAi-uznothyZCn9lqGYwCYk4UGCqCNRwwbRQ72N3jsKUuQFwJ5Ez9X~gUqi7ZB~LE-9t0zWcIY6cHql4ItcRQVkjzi766P1J-2a3fJWCWgZZUeByBFBLwOTQKiOt4e6FDDZxMffaRlJbLN4hzMIoFGRTpONJMUVgAHdNyRhGpZR1kj7~88L0MkpokWKg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37191919"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37191919/Las_im%C3%A1genes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ni%C3%B1os"><img alt="Research paper thumbnail of Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños" class="work-thumbnail" src="https://attachments.academia-assets.com/57142958/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37191919/Las_im%C3%A1genes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ni%C3%B1os">Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relaci...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relacionado con el hecho de que existen maestros de las instituciones educativas, específicamente en el subnivel 1 de preparatoria que no valoran el uso de las imágenes visuales como un recurso primordial para potenciar el desarrollo del lenguaje oral de los niños. Con la presente investigación se identifican los beneficios que ofrecen las imágenes visuales en la formación y desarrollo de los procesos cognitivos siendo uno de ellos el lenguaje. Es así, que se considerará al estudio observacional descriptivo aplicando métodos cualitativos y cuantitativos de investigación dentro de la planificación, al desenvolvimiento de los estudiantes y a la metodología utilizada por las maestras en el desarrollo de las clases del Primer año de Educación Básica Elemental de los paralelos A, B y C de la Unidad Educativa de Fuerzas Armadas Comil-4 " Abdón Calderón " de la parroquia Ricaurte del cantón Cuenca. Las docentes que están a cargo del nivel de preparatoria, poseen el conocimiento necesario sobre las bondades de las imágenes visuales para el desarrollo del lenguaje en la consecución de los objetivos educativos de su nivel, en cuanto a la documentación de evidencias se identifica que el manejo del formato de la planificación microcurricular denota el cumplimiento de las metas de aula, con lo cual las autoridades pueden tener la libertad de generar</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0e1e717752d32a80ac4f20c568ea4e6f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57142958,"asset_id":37191919,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57142958/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37191919"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37191919"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37191919; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37191919]").text(description); $(".js-view-count[data-work-id=37191919]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37191919; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37191919']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0e1e717752d32a80ac4f20c568ea4e6f" } } $('.js-work-strip[data-work-id=37191919]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37191919,"title":"Las imágenes visuales como un recurso para potenciar el desarrollo del lenguaje oral de los niños","translated_title":"","metadata":{"abstract":"Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relacionado con el hecho de que existen maestros de las instituciones educativas, específicamente en el subnivel 1 de preparatoria que no valoran el uso de las imágenes visuales como un recurso primordial para potenciar el desarrollo del lenguaje oral de los niños. Con la presente investigación se identifican los beneficios que ofrecen las imágenes visuales en la formación y desarrollo de los procesos cognitivos siendo uno de ellos el lenguaje. Es así, que se considerará al estudio observacional descriptivo aplicando métodos cualitativos y cuantitativos de investigación dentro de la planificación, al desenvolvimiento de los estudiantes y a la metodología utilizada por las maestras en el desarrollo de las clases del Primer año de Educación Básica Elemental de los paralelos A, B y C de la Unidad Educativa de Fuerzas Armadas Comil-4 \" Abdón Calderón \" de la parroquia Ricaurte del cantón Cuenca. Las docentes que están a cargo del nivel de preparatoria, poseen el conocimiento necesario sobre las bondades de las imágenes visuales para el desarrollo del lenguaje en la consecución de los objetivos educativos de su nivel, en cuanto a la documentación de evidencias se identifica que el manejo del formato de la planificación microcurricular denota el cumplimiento de las metas de aula, con lo cual las autoridades pueden tener la libertad de generar"},"translated_abstract":"Resumen En función de las prácticas pedagógicas realizadas, se ha identificado el problema relacionado con el hecho de que existen maestros de las instituciones educativas, específicamente en el subnivel 1 de preparatoria que no valoran el uso de las imágenes visuales como un recurso primordial para potenciar el desarrollo del lenguaje oral de los niños. Con la presente investigación se identifican los beneficios que ofrecen las imágenes visuales en la formación y desarrollo de los procesos cognitivos siendo uno de ellos el lenguaje. Es así, que se considerará al estudio observacional descriptivo aplicando métodos cualitativos y cuantitativos de investigación dentro de la planificación, al desenvolvimiento de los estudiantes y a la metodología utilizada por las maestras en el desarrollo de las clases del Primer año de Educación Básica Elemental de los paralelos A, B y C de la Unidad Educativa de Fuerzas Armadas Comil-4 \" Abdón Calderón \" de la parroquia Ricaurte del cantón Cuenca. 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Con la presente investigación se identifican los beneficios que ofrecen las imágenes visuales en la formación y desarrollo de los procesos cognitivos siendo uno de ellos el lenguaje. Es así, que se considerará al estudio observacional descriptivo aplicando métodos cualitativos y cuantitativos de investigación dentro de la planificación, al desenvolvimiento de los estudiantes y a la metodología utilizada por las maestras en el desarrollo de las clases del Primer año de Educación Básica Elemental de los paralelos A, B y C de la Unidad Educativa de Fuerzas Armadas Comil-4 \" Abdón Calderón \" de la parroquia Ricaurte del cantón Cuenca. Las docentes que están a cargo del nivel de preparatoria, poseen el conocimiento necesario sobre las bondades de las imágenes visuales para el desarrollo del lenguaje en la consecución de los objetivos educativos de su nivel, en cuanto a la documentación de evidencias se identifica que el manejo del formato de la planificación microcurricular denota el cumplimiento de las metas de aula, con lo cual las autoridades pueden tener la libertad de generar","owner":{"id":33146719,"first_name":"Edgar","middle_initials":"","last_name":"Curay","page_name":"EdgarCuray","domain_name":"independent","created_at":"2015-07-17T14:22:14.207-07:00","display_name":"Edgar Curay","url":"https://independent.academia.edu/EdgarCuray"},"attachments":[{"id":57142958,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142958/thumbnails/1.jpg","file_name":"Las_imagenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ninos.docx","download_url":"https://www.academia.edu/attachments/57142958/download_file","bulk_download_file_name":"Las_imagenes_visuales_como_un_recurso_pa.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142958/Las_imagenes_visuales_como_un_recurso_para_potenciar_el_desarrollo_del_lenguaje_oral_de_los_ninos.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_imagenes_visuales_como_un_recurso_pa.docx\u0026Expires=1743162462\u0026Signature=PQcf8GbGvbiMCv-Hg9cXbNDyk6e~89lwi1NgoRw94unG9g6lx7ewn5BplPyL96y9JgsfJJWaEm1owSnhN26~fRdnX~CiOJ-vzia6gJPKcXLtnbCZuZTxAZLRFiW6tLey2IsDcMziCv5GSL84HXIsJhvN3YGmMfWtbeh7eTm~mOyN9hOcFTnJr37PrmsCVzBOIGWnLCdAbRfX7YDnUaoSj8buRHsWlPrPbiXTfFBbKzaR~mXSgOPO52FGhngOHLsHlryH74SqqJ0FU0~--NFPKyH-ML8blRzQ9c3Ppq1cUbpCDpkep4nEjSk3D1~qGJiqvjYChGtkesQVvs0sMWkYiA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="37191811"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/37191811/Las_Nociones_T%C3%A9mporo_Espaciales_en_el_desarrollo_del_%C3%A1mbito_de_las_relaciones_l%C3%B3gico_matem%C3%A1ticas_de_los_ni%C3%B1os_de_4_a_5_a%C3%B1os"><img alt="Research paper thumbnail of Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años" class="work-thumbnail" src="https://attachments.academia-assets.com/57142890/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/37191811/Las_Nociones_T%C3%A9mporo_Espaciales_en_el_desarrollo_del_%C3%A1mbito_de_las_relaciones_l%C3%B3gico_matem%C3%A1ticas_de_los_ni%C3%B1os_de_4_a_5_a%C3%B1os">Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The subject investigated is for the purpose of observing and verifying the temporal-spatial notio...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the "Rosa de Jesús Cordero Educational Unit" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.<br />Key Words<br />Logical-mathematical, notions, temporal, spatial, didactic strategies.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="23826d0ccfbcbd98967c64a2bde3cab0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":57142890,"asset_id":37191811,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/57142890/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="37191811"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="37191811"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 37191811; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=37191811]").text(description); $(".js-view-count[data-work-id=37191811]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 37191811; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='37191811']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "23826d0ccfbcbd98967c64a2bde3cab0" } } $('.js-work-strip[data-work-id=37191811]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":37191811,"title":"Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años","translated_title":"","metadata":{"abstract":"The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the \"Rosa de Jesús Cordero Educational Unit\" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.\nKey Words\nLogical-mathematical, notions, temporal, spatial, didactic strategies.\n\n"},"translated_abstract":"The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the \"Rosa de Jesús Cordero Educational Unit\" and bibliographic research. The present served to analyze the importance in the educational field and its development with the environment that surrounds the child. The collaboration of all those involved in this research process was essential to develop and comply with the stated objectives and their importance. Temporal-spatial notions in the logical field of mathematics are of elementary importance from a very early age in the school process. The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.\nKey Words\nLogical-mathematical, notions, temporal, spatial, didactic strategies.\n\n","internal_url":"https://www.academia.edu/37191811/Las_Nociones_T%C3%A9mporo_Espaciales_en_el_desarrollo_del_%C3%A1mbito_de_las_relaciones_l%C3%B3gico_matem%C3%A1ticas_de_los_ni%C3%B1os_de_4_a_5_a%C3%B1os","translated_internal_url":"","created_at":"2018-08-06T15:56:36.440-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":33146719,"coauthors_can_edit":true,"document_type":"draft","co_author_tags":[{"id":31775038,"work_id":37191811,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732190,"email":"j***5@est.ucacue.edu.ec","display_order":1,"name":"Jenny Valeria Córdova Ochoa","title":"Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años"},{"id":31775039,"work_id":37191811,"tagging_user_id":33146719,"tagged_user_id":null,"co_author_invite_id":6732191,"email":"x***o@hotmail.com","display_order":2,"name":"Ximena Pozo Aguilar","title":"Las Nociones Témporo-Espaciales en el desarrollo del ámbito de las relaciones lógico-matemáticas de los niños de 4 a 5 años"}],"downloadable_attachments":[{"id":57142890,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142890/thumbnails/1.jpg","file_name":"Las_Nociones_Temporo-Espaciales.docx","download_url":"https://www.academia.edu/attachments/57142890/download_file","bulk_download_file_name":"Las_Nociones_Temporo_Espaciales_en_el_de.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142890/Las_Nociones_Temporo-Espaciales.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_Nociones_Temporo_Espaciales_en_el_de.docx\u0026Expires=1743162462\u0026Signature=UJ24JiCtRsH75IgVbj2PCxutTCAbkPPLsb7x9P~zdFxhHITh51DDQjUR5pN5XoUNmqNneY5ac8uZdT6v9HD1W1Fy2sQepe4omKXoNPQ31LAd5xCNseUK97YaT4RoGnmM1zva2KhHOWV9H52crBa59bkEW72lLNmqNAg2LNdqEh69KNbfiAzgQpVnaTx0pbYYVDxJw6LQU1TzVwd8499C-5nOCbOo7e8jCUUQPEUZpLjDoKX2Iy5sfvHRqtJUDjja45ogbejXeziB8GIytjlPtYe4FVQmoo-83iSdNtMHZ2DQxQTotBvg11bzoqwxo~R0Xlp4SbddDxumkoFyas8IDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"slug":"Las_Nociones_Témporo_Espaciales_en_el_desarrollo_del_ámbito_de_las_relaciones_lógico_matemáticas_de_los_niños_de_4_a_5_años","translated_slug":"","page_count":19,"language":"es","content_type":"Work","summary":"The subject investigated is for the purpose of observing and verifying the temporal-spatial notions in the field of the logical-mathematical relations of children from 4 to 5 years of age, through observation cards applied to students of level II of initial education and the survey conducted to the teacher of the \"Rosa de Jesús Cordero Educational Unit\" and bibliographic research. 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The results obtained from the observation cards indicate that the different notions of mathematics developed at an early age were projected successfully in the observed infants, this is achieved with the help, guidance of the teacher and the correct application of the different teaching strategies within and outside the classroom.\nKey Words\nLogical-mathematical, notions, temporal, spatial, didactic strategies.\n\n","owner":{"id":33146719,"first_name":"Edgar","middle_initials":"","last_name":"Curay","page_name":"EdgarCuray","domain_name":"independent","created_at":"2015-07-17T14:22:14.207-07:00","display_name":"Edgar Curay","url":"https://independent.academia.edu/EdgarCuray"},"attachments":[{"id":57142890,"title":"","file_type":"docx","scribd_thumbnail_url":"https://attachments.academia-assets.com/57142890/thumbnails/1.jpg","file_name":"Las_Nociones_Temporo-Espaciales.docx","download_url":"https://www.academia.edu/attachments/57142890/download_file","bulk_download_file_name":"Las_Nociones_Temporo_Espaciales_en_el_de.docx","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/57142890/Las_Nociones_Temporo-Espaciales.docx?1738376642=\u0026response-content-disposition=attachment%3B+filename%3DLas_Nociones_Temporo_Espaciales_en_el_de.docx\u0026Expires=1743162462\u0026Signature=UJ24JiCtRsH75IgVbj2PCxutTCAbkPPLsb7x9P~zdFxhHITh51DDQjUR5pN5XoUNmqNneY5ac8uZdT6v9HD1W1Fy2sQepe4omKXoNPQ31LAd5xCNseUK97YaT4RoGnmM1zva2KhHOWV9H52crBa59bkEW72lLNmqNAg2LNdqEh69KNbfiAzgQpVnaTx0pbYYVDxJw6LQU1TzVwd8499C-5nOCbOo7e8jCUUQPEUZpLjDoKX2Iy5sfvHRqtJUDjja45ogbejXeziB8GIytjlPtYe4FVQmoo-83iSdNtMHZ2DQxQTotBvg11bzoqwxo~R0Xlp4SbddDxumkoFyas8IDg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}],"research_interests":[{"id":79368,"name":"Educación Infantil","url":"https://www.academia.edu/Documents/in/Educaci%C3%B3n_Infantil"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="20416454"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/20416454/Ambiente_escolar_y_Bullying_en_las_instituciones_educativas_de_la_ciudad_de_Cuenca"><img alt="Research paper thumbnail of Ambiente escolar y Bullying en las instituciones educativas de la ciudad de Cuenca" class="work-thumbnail" src="https://attachments.academia-assets.com/41354941/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/20416454/Ambiente_escolar_y_Bullying_en_las_instituciones_educativas_de_la_ciudad_de_Cuenca">Ambiente escolar y Bullying en las instituciones educativas de la ciudad de Cuenca</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we do not have to let bullying appear within mates. In order to approach to this phenomenon, we require a process of information, reflections based on scenarios where it occurs. That`s the reason, we surveyed 1956 students from institutions of Basic General Education and Bachelorship, from both public and private institutions, they were asked to qualify the classroom environment, they have to tell us where and how bullying occurs in their institutions; they also indicate the person who they comment to when they experience it and to they were asked to rank a number of suggested recommendations to build a friendship. We want, with this contribution, it will be used as motivation for the authorities to carry out a project according to the needs of each institution.<br />KEYWORDS: Harassment, violence, conflict, social interrelations, adolescent</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1078d40c61467609fcf1f3d1282f1607" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":41354941,"asset_id":20416454,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/41354941/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="20416454"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="20416454"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20416454; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20416454]").text(description); $(".js-view-count[data-work-id=20416454]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20416454; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='20416454']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1078d40c61467609fcf1f3d1282f1607" } } $('.js-work-strip[data-work-id=20416454]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":20416454,"title":"Ambiente escolar y Bullying en las instituciones educativas de la ciudad de Cuenca","translated_title":"","metadata":{"abstract":"No student is exempt from abuse, at any time he/she may suffer some sort of abuse; therefore, we do not have to let bullying appear within mates. 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