This research aimed to investigate strategies involving recycled materials to foster creativity in children aged 3 and 4. The study employed a mixed-methods approach with a descriptive design, utilizing both quantitative and qualitative methods; a Likert-scale survey was administered to 22 teachers. The findings indicate that these strategies are well-received, as the majority of respondents use them to boost creativity and enable students to develop their own ideas and concepts; furthermore, the instrument demonstrated a high level of reliability (90%) according to Cronbach's alpha coefficient. A key conclusion was that the use of recycled resources in early childhood education serves as a strategic approach for implementing relevant, innovative, and meaningful teaching practices. By fostering creativity through play-based activities and crafts, these methods allow students to explore, create, and transform everyday objects into educational tools, thereby enriching their skills and abilities while promoting independence and active class participation. These findings demonstrate that recycling not only supports environmental preservation but also fosters the holistic development of children.
Lilia Moncerrate Villacis Zambrano, Vera Fallain Sabrina Leonela, R. Solórzano et al.· ARACÊ· 0 citations
The purpose of this study was to determine the impact of artistic resource on the development of creativity in children aged 4 to 5, given that artistic activities foster imagination, free expression, and active participation during the learning process. A mixed-methods approach was employed-integrating qualitative and quantitative methods alongside the deductive method-which allowed for a comprehensive analysis of the collected data. The estudy population consisted of educational institutions in the San Vicente and Sucre cantons, while the sample comprised 27 teachers. Data collection involved a survey administered to all 27 partipants and interviews conducted with three teachers to gather relevant information regarding the use of artistic resources in the classroom. The data were processed using SPSS statistical software (version 25). Instrument reliability was verified using Cronbach’s Alpha coefficient, yielding a value of 0.945, which indicates high internal consistency. The results demostrated that artistic resources contribute significantly to the development of children’s creativity by stimulating imagination, strengthening emotional expresión, and promoting learning that is more dynamic, participatory, and meaningful. Furthermore, the teachers agreed that incorporating innovative artistic activities fosters the development of cognitive, social, and emotional skills in children. Key words: Artistic resources, Child creativity, Early childhood education, Meaningful learning, Holistic development.
Lilia Moncerrate Villacis Zambrano, Luisa Ximena García Alvarado, R. Solórzano et al.· ARACÊ· 0 citations
This research aimed to analyze the use of memes as a didactic resource to promote public opinion expression in the classroom, identifying their influence on learning. The study was developed using a quantitative approach, with a descriptive cross-sectional design, allowing us to understand students' perceptions of incorporating memes into the teaching-learning process. A structured survey with ten items organized into two dimensions was applied: memes as a didactic resource and memes as a means for expressing public opinion. The survey was used as the data collection technique, and a Likert-scale questionnaire was used as the instrument. The results showed a high acceptance of the use of memes as a pedagogical strategy, highlighting that the majority of students believe they foster interest in learning, energize classes, facilitate content comprehension, strengthen participation, and promote respectful debate and the free expression of opinions within the classroom. In conclusion, memes represent an innovative resource that contributes to meaningful learning and the development of communicative and critical thinking skills. It is recommended that this resource be incorporated in a planned manner into teachers' methodological strategies, accompanied by pedagogical guidelines that ensure its ethical and creative use, aligned with educational objectives, thus strengthening students' active participation and civic education.
Lilia Moncerrate Villacis Zambrano, Vera Fallain Sabrina Leonela, Cedeño Solórzano Romina Briyith et al.· ARACÊ· 0 citations
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