Organización de los rincones de aprendizaje y desarrollo de la autonomía de niños de 4 a 5 años
DOI:
https://doi.org/10.70625/rlce/622Keywords:
Rincones de aprendizaje, Autonomía infantil, Educación inicial, Ambiente de aprendizajeAbstract
El estudio tuvo como objetivo analizar la influencia de la organización de los rincones de aprendizaje en el desarrollo de la autonomía en niños de 4 a 5 años de Inicial 2 en una Escuela de Educación Básica ubicada en la ciudad de Guayaquil, Ecuador. La investigación se desarrolló bajo un enfoque cuantitativo, con alcance descriptivo, diseño no experimental y corte transversal. La población estuvo conformada por 71 estudiantes, de los cuales se obtuvo una muestra probabilística aleatoria de 60 estudiantes con un nivel de confianza del 95%. La técnica utilizada fue la observación. Los resultados evidenciaron una tendencia moderadamente favorable en la interacción de los estudiantes con los materiales pedagógicos, así como en la toma de decisiones y participación independiente en actividades educativas. Se observó que la organización adecuada del ambiente educativo contribuyó al fortalecimiento de habilidades relacionadas con la independencia, responsabilidad y cumplimiento de normas dentro del aula. Se concluyó que los rincones de aprendizaje constituyen una estrategia pedagógica que favorece el desarrollo de la autonomía infantil mediante la interacción activa con el entorno educativo, promoviendo experiencias significativas que contribuyen al desarrollo integral del estudiante en la educación inicial.
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Copyright (c) 2026 Enma Alexandra Pluas Rizo, Anyela Mariuxi Pluas Troya, Mirella Maritza Herrera Santana, Virginia Marisela Navarrete Cruz, Jenny Raquel Pin Molina, Joseline Pamela Rodríguez Balladares (Autor/a)
This work is licensed under a Creative Commons Attribution 4.0 International License.
