Taller Significativo-Aprendizaje Lúdico, para desarrollar la autonomía en niños de tres años de una Institución Educativa Pública, Trujillo-2024
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Date
2025
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Universidad Nacional de Trujillo
Abstract
La presente investigación se desarrolló con el objetivo de determinar en qué medida el taller Significativo-Aprendizaje Lúdico desarrolla la autonomía de los niños de tres años de una institución educativa, Trujillo-2024. Dicho de ese modo, ello surge a partir de la problemática observada debido al poco o nulo desarrollo autónomo en los niños de tres años, siendo un aspecto importante de tratar y poder atender a las necesidades que ellos presentan, teniendo la idea de llevar a cabo acciones que fomente un óptimo desarrollo de la autonomía en los niños en sus diferentes aspectos y contribuir en su proceso formativo. Así también, la investigación fue cuantitativa, de tipo aplicada, con un diseño pre experimental. La población estuvo conformada por 74 niños matriculados en la Institución Educativa Santísima Niña María N.° 211, donde la muestra, con técnica de muestreo no probabilístico de tipo intencional, estuvo conformada por 23 niños de 3 años en la sección C. Se obtuvo como resultado que los niños, en el pretest, el 73,91% de ellos se encontraban en inicio, el 26,09% en proceso y el 0% en logrado respecto al nivel de autonomía; no obstante, luego de aplicación del taller Significativo-Aprendizaje Lúdico, en el postest se obtuvo que el 0% de niños se encontraba en inicio, el 17,39% en proceso y el 82,61% en logrado. Además, el valor de p es 0,01, lo cual ratifica la significancia de la investigación al aceptar la hipótesis alternativa.
This research report was developed with the objective of determining the extent to wich the Significativo-Aprendizaje Lúdico workshop develops the autonomy of three-year-old children in an educational institution, Trujillo-2024.In other words, this arises from the problems observed due to the little or no autonomous development in three-year-old children, being an important aspect to treat and be able to meet the needs that they present, having the idea of carrying out actions that promote an optimal development of autonomy in children in its different aspects and contribute to their training process. Likewise, the research was quantitative, of an applied type, with a pre-experimental design. The population was made up of 215 children enrolled in the Santísima Niña María Educational Institution No. 211, where the sample, with a non-probabilistic sampling technique of an intentional type, was made up of 24 3-year-old children in section C. The result was that in the pre-test, 73.91% of the children were at the beginning, 26.09% in the process and 0% in achieved with respect to the level of autonomy; however, after the application of the Significativo Aprendizaje Lúdico, in the post-test, it was found that 0% of children were in the beginning, 17.39% in the process and 82.61% in the Attainment Stage. Also, the p-value is 0.01, which ratifies the significance of the research by accepting the alternative hypothesis.
This research report was developed with the objective of determining the extent to wich the Significativo-Aprendizaje Lúdico workshop develops the autonomy of three-year-old children in an educational institution, Trujillo-2024.In other words, this arises from the problems observed due to the little or no autonomous development in three-year-old children, being an important aspect to treat and be able to meet the needs that they present, having the idea of carrying out actions that promote an optimal development of autonomy in children in its different aspects and contribute to their training process. Likewise, the research was quantitative, of an applied type, with a pre-experimental design. The population was made up of 215 children enrolled in the Santísima Niña María Educational Institution No. 211, where the sample, with a non-probabilistic sampling technique of an intentional type, was made up of 24 3-year-old children in section C. The result was that in the pre-test, 73.91% of the children were at the beginning, 26.09% in the process and 0% in achieved with respect to the level of autonomy; however, after the application of the Significativo Aprendizaje Lúdico, in the post-test, it was found that 0% of children were in the beginning, 17.39% in the process and 82.61% in the Attainment Stage. Also, the p-value is 0.01, which ratifies the significance of the research by accepting the alternative hypothesis.
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Keywords
Educación, Educación de la primera infancia, Desarrollo del niño, Juego, Juego educativo, Taller educativo, Aprendizaje activo, Niño en edad preescolar