Implementación del juego como estrategia didáctica para mejorar la concentración en niños de Educación Inicial 2 de la Escuela de Educación Básica Particular Siglo XXI
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Date
2025-03-20
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Instituto Superior Tecnológico Consulting Group Ecuador - Esculapio
Abstract
El proyecto de investigación tuvo como objetivo implementar juegos como estrategia didáctica para mejorar la concentración en niños de Educación Inicial 2 en la Escuela de Educación Básica Particular Siglo XXI. La metodología empleada fue de enfoque mixto, integrando perspectivas cualitativas y cuantitativas mediante cuestionarios estructurados aplicados a docentes y observaciones directas en el aula. La investigación se desarrolló bajo un diseño cuasiexperimental, que permitió analizar el fenómeno sin intervención directa, asegurando así la espontaneidad de los datos. Los resultados mostraron un alto grado de distracción y dependencia de estímulos externos en los niños, afectando su atención y participación en actividades escolares. A través de estrategias lúdicas se observó una mejora significativa: el pos-test reveló que un 75% de los estudiantes demostró mayor concentración, receptividad y disminución de comportamientos ansiosos. Los docentes destacaron la efectividad de estas actividades, aunque señalaron la falta de recursos como una barrera para su implementación continua. Las conclusiones indican que el juego es una estrategia eficaz para fortalecer la concentración y promover un ambiente de aprendizaje positivo. Los docentes sugieren mantener estas actividades debido a los beneficios observados en el bienestar y desempeño de los niños. La investigación concluye que la integración de métodos lúdicos no solo mejora la atención sino también fomenta habilidades sociales y cognitivas en un entorno dinámico, contribuyendo a un aprendizaje más efectivo en el nivel de Educación Inicial
The objective of the research project was to implement games as a didactic strategy to improve concentration in children of Initial Education 2 at the Siglo XXI School of Private Basic Education. The methodology used was a mixed approach, integrating qualitative and quantitative perspectives through structured questionnaires applied to teachers and direct observations in the classroom. The research was developed under a quasi-experimental design, which allowed the phenomenon to be analyzed without direct intervention, thus ensuring the spontaneity of the data. The results showed a high degree of distraction and dependence on external stimuli in the children, affecting their attention and participation in school activities. Through playful strategies, a significant improvement was observed: the post-test revealed that 75% of the students demonstrated greater concentration, receptivity and decreased anxious behaviors. Teachers highlighted the effectiveness of these activities, although they pointed to the lack of resources as a barrier to their continued implementation. The conclusions indicate that play is an effective strategy to strengthen concentration and promote a positive learning environment. Teachers suggest maintaining these activities due to the benefits observed in the well-being and performance of children. The research concludes that the integration of playful methods not only improves attention but also fosters social and cognitive skills in a dynamic environment, contributing to more effective learning at the Early Childhood Education level.
The objective of the research project was to implement games as a didactic strategy to improve concentration in children of Initial Education 2 at the Siglo XXI School of Private Basic Education. The methodology used was a mixed approach, integrating qualitative and quantitative perspectives through structured questionnaires applied to teachers and direct observations in the classroom. The research was developed under a quasi-experimental design, which allowed the phenomenon to be analyzed without direct intervention, thus ensuring the spontaneity of the data. The results showed a high degree of distraction and dependence on external stimuli in the children, affecting their attention and participation in school activities. Through playful strategies, a significant improvement was observed: the post-test revealed that 75% of the students demonstrated greater concentration, receptivity and decreased anxious behaviors. Teachers highlighted the effectiveness of these activities, although they pointed to the lack of resources as a barrier to their continued implementation. The conclusions indicate that play is an effective strategy to strengthen concentration and promote a positive learning environment. Teachers suggest maintaining these activities due to the benefits observed in the well-being and performance of children. The research concludes that the integration of playful methods not only improves attention but also fosters social and cognitive skills in a dynamic environment, contributing to more effective learning at the Early Childhood Education level.
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Keywords
Escuela de Educación Básica Particular Siglo XXI, Early education, Lúdica
Citation
Andi Chimbo, K. R. (2025). Implementación del juego como estrategia didáctica para mejorar la concentración en niños de Educación Inicial 2 de la Escuela de Educación Básica Particular Siglo XXI. (Tesis de pregrado). Instituto Superior Tecnológico Consulting Group Ecuador - Esculapio. Quito.