Organización de rincones de aprendizaje y su influencia en la autonomía en niños de 4 a 5 años de inicial
DOI:
https://doi.org/10.70625/rlce/664Keywords:
Rincones de aprendizaje, Autonomía infantil, Educación inicial, Estrategias pedagógicasAbstract
El estudio tuvo como objetivo analizar la influencia de la organización de los rincones de aprendizaje en la autonomía de estudiantes de 4 a 5 años de Inicial 1 en una Unidad Educativa de Guayaquil. La investigación se desarrolló con enfoque cuantitativo, alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por 37 estudiantes seleccionados mediante muestreo probabilístico aleatorio simple. La técnica utilizada fue la observación y el instrumento aplicado fue una guía de observación con escala Likert de 12 ítems, distribuidos en dos variables: organización de rincones de aprendizaje y autonomía infantil. La aplicación se realizó mediante formulario digital, permitiendo registrar información sobre participación, uso de materiales y desempeño independiente en actividades escolares. Los resultados evidenciaron una tendencia moderadamente favorable en la organización del aula, destacando que los estudiantes interactuaron adecuadamente con los recursos educativos. Asimismo, se observó un nivel favorable de autonomía reflejado en la realización de tareas con menor dependencia docente. Se concluyó que la organización de rincones favorece la autonomía en educación inicial.
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Copyright (c) 2026 Faviola Lilian Chávez Balseca, María Verónica Almeida Arcos, Verónica del Pilar Santana García, María Mercedes Palaguachi Guamán, María del Carmen Valderrama Sarco, Karem Lourdes Varas Castro (Autor/a)
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