Pregrado Licenciatura en Educación Infantil
URI permanente para esta colecciónhttp://hdl.handle.net/11634/13124
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Ítem El Juego y el Arte Como Estrategias Pedagógicas para Fortalecer las Habilidades Sociales y Mejorar la Resolución del Conflicto de los Niños en el Colegio Gimnasio Ismael Perdomo.(Universidad Santo Tomás, 2025) Mogui, Elizabeth; Pulido Quintero, Eliana Paola; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000949418; https://orcid.org/0000-0001-5169-8523In the classroom context of first grade at Gimnasio Ismael Perdomo School in the city of Ibagué, difficulties in coexistence among classmates were identified. Therefore, this work aims to strengthen the strategy of art and play so that children learn to resolve conflicts, achieve healthy coexistence, and develop their skills. The research was qualitative in nature and was developed through strategies such as participatory observation and interviews with teachers, administrators, and students. To carry it out, activities were implemented, starting with planning, execution, and the analysis of each intervention. The participation and interest of the students in each programmed activity were evident, generating changes in attitudes, improved communication, and a willingness to engage in dialogue, which allowed the proposed goals to be achieved. This proposal will serve as an example for the educational institution, contributing to a healthy formation with the capacity to coexist in society despite differences.Ítem Resignificando las Historias del Territorio: una Propuesta para Fortalecer el Proceso de Compresión Lectora en Estudiantes de Grado Preescolar y Primero a Través de la Tradición Oral.(Universidad Santo Tomás, 2024-12-12) Oviedo Caviedes, Aida María; Tarazona Acosta, Adriana Vanesa; Quitian Bareño, Laura Natalia; Aguilar Agudelo, Johana Andrea; Páez Gonzalez, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002096403; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002035490; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993771; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000160786; https://scholar.google.com/citations?hl=es&user=2XJqYYAAAAAJ; https://orcid.org/0000-0002-1493-5814; https://orcid.org/0000-0002-7376-2626; https://orcid.org/0009-0009-4154-301; https://orcid.org/0009-0009-9048-9316An experience related to pedagogical practice. In the social practices that are developed in Colombia, it is possible to evidence diverse dynamics in the surrounding communities. diverse dynamics in the communities present in the environment, from the traditions between generations between generations. This is how, from the contextual identification in the of Río Blanco, municipality of Landazuri Santander, whose economy is based on mining practices and with based on mining practices and with it, the exercise of social interaction that revolves around the which revolve around the establishment of communication based on forms of interaction in which the predominant in which there is a predominance of blows or mistreatment, raising of voices, bad looks, and it has become evident that one tool is to choose stories of the region, whose characters are shamans, witches, river mysteries, among others, mysteries of the river, among others, with the purpose of instilling fear in the children so that they transform their children so that they transform their behaviour. Bearing in mind the customs and traditions of the region when telling this type of stories in the community, the stories in the community, it is evident in the classroom, some difficulties related to socialization and socialization in interaction with other children or adults. adults, in this sense, children can make assumptions by imagining non-existent situations because of their imagining non-existent situations because of their fears, the development of activities that prevent them from being activities that prevent them from being independent, in specific situations such as going to the bathroom alone or other going to the bathroom alone or other places within the school. In this way, it is intended to give a new meaning to the cultural stories of the community as a pedagogical input. Pedagogical input.Ítem Estrategias Didácticas para Fortalecer el Proceso Lector en los Niños y Niñas del Grado Primero A, de la Institución Educativa Diocesana Paulo VI de Cartago Valle(Universidad Santo Tomás, 2024) Buitrago García, Luz Belia; Trujillo Ule, María Eugenia; Galvis León, José Andrés; Universidad Santo TomásIn the 21st century, it is necessary for children to develop good reading skills, given the diverse sources of information. For this reason, we want to carry out this research so that students strengthen critical reading, through didactic strategies, without ignoring that technologies also allow new worlds of imagination and enjoyment in reading. Now, by means of the observation in the classroom of the first grade A of the Diocesan country school Paulo Sexto, in the city of Cartago Valle, it was evidenced the need of interpretation of the letters of the alphabet, images and children's readings, for this reason it is essential to have strategies with which the reading process can be strengthened, so that they can to achieve with the passage of time a critical reading.Ítem El Uso de Prácticas Educativas STEM Inclusivas para Mejorar la Asistencia de los Niños/as de Educación Infantil en la I.E CDR(Universidad Santo Tomás, 2025) Salgado Narváez, Sujey Carolina; Barboza Benítez, Angie Paola; Sachica Cepeda, Leidy Cristina; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001358626; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002047194; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002057442; https://orcid.org/0009-0004-9290-9111; https://orcid.org/0009-0001-8958-8749In the research proposal we will address, first, as the lack of attendance is one of the main causes of learning delays in children of early childhood of the educational institution (CDR) of Los Palmitos Sucre, also aims to inform parents, the importance of new tools and teaching strategies that are being implemented in the schools of this century for their children to have better meaningful experiences in their processes and acquisition of academic knowledge, In addition, we will talk about the main themes of the proposal such as STEM and inclusion that allow to address various topics in the classroom, helping each of them in their cognitive development such as critical and creative thinking, for problem solving and the importance of socializing and including all people with vulnerability in their common and social environment.Ítem Innovación en Programas de Tecnología en Colegios Públicos de Villavicencio en Colaboración con el SENA(Universidad Santo Tomás, 2024) Giraldo Pulido, Ana Maria; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002045197; https://orcid.org/0009-0004-0929-2852This project aims to optimize technology programs in public schools in Villavicencio through collaboration with SENA, addressing challenges such as lack of resources, unequal access to technology, and outdated methodologies. Design Thinking, a human-centered methodology that fosters active participation and co-creation, will be employed. During the Empathize phase, surveys and interviews will be conducted to understand the needs of students and teachers, providing a detailed analysis of the educational context. In the Define phase, data will be synthesized to identify key challenges. The Ideate phase will promote the creation of innovative solutions through collaborative workshops, enabling the design of strategies tailored to the specific conditions of each educational community. The project seeks to enhance the effectiveness of technology programs and foster an inclusive and equitable learning environment. Collaboration with SENA and the involvement of the educational community will ensure sustainable solutions. Expected outcomes include increased adoption of digital tools, strengthened technological skills, and reduced digital gaps, positioning this initiative as a replicable model for other regions.Ítem Aprendizaje Basado En Juegos Para Potenciar Las Operaciones Concretas Por Medio De Un Objeto Virtual De Aprendizaje (OVA) Con Niños De 6 A 8 Años Del Grado 1-01 De La I.E. Nieves Cortes Picón Del Municipio De Girón/Santander(Universidad Santo Tomás, 2024-12-13) Pico Camacho, Luz Melissa; Díaz Delgado, Wilson Yesid; Flórez Vera, Ceneyda; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001421341; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002042372; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002042488; https://orcid.org/0000-0002-0422-8470; https://orcid.org/0009-0000-9124-6644In the current context, where technological advances impact multiple areas of knowledge, it is a valid attempt to integrate these digital tools to the educational environment to promote meaningful learning. The relevance of the work lies in promoting innovative pedagogical strategies such as Game-Based Learning (GBL), adapting educational processes to the current needs of children. In addition, it integrates Virtual Learning Objects (VLO) to strengthen essential skills in children from 6 to 8 years old. The study was carried out in grade 1-01 of the Nieves Cortés Picón School, located in Girón, Santander, and responds to the need to contribute to traditional pedagogical strategies when teaching skills such as classification, seriation and conservation. The main objective of the research was to design an OVA that, through playful activities, would allow the development of these concrete operations in the area of mathematics. For this purpose, an action-research design with a qualitative approach was used. In this case, a space was carried out in which 12 students participated and data were collected through characterization, field diaries and questionnaires. These tools made it possible to identify aspects for improvement and for the children to strengthen their mathematical skills as well as their social skills, allowing the final impact of the OVA to be satisfactory and to reach not only their mathematical skills but also their social skills.Ítem El Juego Como Estrategia Innovadora Para La Enseñanza De Las Matemáticas En Grado Transición De La Ciudad De Chiquinquirá Boyacá(Universidad Santo Tomás, 2025-01) Pinilla Lancheros, Karen Julieth; Poveda Galeano, Liceth Dayanna; Silva Quintero, Angie Jinneth; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001993772; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002043052; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002042788; https://scholar.google.com/citations?user=2XJqYYAAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=gsSJVdUAAAAJ&hl=es&oi=ao; https://scholar.google.com/citations?user=3eCIEH8AAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-7376-2626; https://orcid.org/0009-0003-4914-9666; https://orcid.org/0009-0000-1268-3441; https://orcid.org/0009-0006-9295-7804The working paper presents a pedagogical experience that uses games as an innovative strategy for teaching mathematics in the Transition grade. The proposal seeks to transform teaching practices by integrating games into the curriculum as an innovative resource that encourages meaningful learning and the cognitive development of children. This experience of pedagogical innovation is directly linked to STEM education (Science, Technology, Engineering and Mathematics), since the use of games encourages mathematical skills, such as reasoning, problem solving and numerical thinking. In addition, playful activities enhance skills such as exploration and creativity. The research arises from the practice of traditional methodologies in the teaching of mathematics in early education. To this end, a methodology based on innovative workshops and activities was implemented that combine playful strategies with basic mathematical concepts, emphasizing the connection between play and the development of STEM skills in children.Ítem El Juego Para Potenciar el Desarrollo Integral en las Dimensiones Socioafectiva y Ética en Niños y Niñas de Transición del Colegio Integrado Llano Grande, Sede Chocoíta, Girón, Santander(Universidad Santo Tomás, 2025-01-22) Figueroa Leal, Jhojana; Carrillo Rodríguez, Leidy Katherine; Flórez Vera, Ceneyda; Universidad Santo TomásFirstly, it is recognized that during early childhood it is essential to implement didactic, pedagogical strategies and other intervention methods in the classroom to promote human development and comprehensive training of children, who are in a crucial stage for their emotional education. Secondly, the game is considered a particularly effective pedagogical tool during this stage. Based on these premises, this research focused on a documentary review in order to analyze how play contributes to enhancing the comprehensive development in the socio-affective and ethical dimensions of boys and girls in transition. To this end, a qualitative, descriptive, and interpretive methodology was adopted, with the objective of identifying the points of convergence in the research conducted on socio-affective and ethical training in early childhood in rural contexts. The research process included a categorical analysis of fifteen studies, which made it possible to identify how the development of these dimensions is understood in transitional boys and girls, examine the relationship between play and their interaction with parents, and understand how the Play influences the expression of children's emotions. Likewise, this study generated a didactic-pedagogical proposal to work on the socio-affective and ethical dimensions in children in the transition grade of a rural school. Keywords: emotional education, socio-affective and ethical dimension, comprehensive education, human development.Ítem La Literatura Infantil Como Estrategia Didáctica Para Fortalecer Las Habilidades Comunicativas(Universidad Santo Tomás, 2024) Cabezas López, Myrian Andrea; Suárez Molina, Nubia Rocio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002058766; https://scholar.google.com/citations?user=OmtXfbQAAAAJ&hl=es&oi=aoThis project asks: How does children's literature as a teaching strategy promote communication skills in the children of the Los Innocents community welfare home in the municipality of San Eduardo Boyacá? In order to respond to the need in the context, it is proposed to strengthen communication skills by identifying situations that show the relationship with early childhood, building spaces that allow oral and written interaction through the corner called literary nest. The document gives an account of the research processes referenced with children's literature, as a fundamental tool for the development of communication skills in children from 3 to 5 years old. When used strategically in the educational process, it becomes an effective tool to promote both the development of oral and written expression, reading comprehension and the ability to critically analyze through stories and age-appropriate narratives. It is carried out based on Lev Vygotsky's theory, since in the child's evolutionary process the development of linguistic and cognitive processes, communication skills, and social interaction from the relationship with society and culture is presented. Supported by the contributions of Irene Vasco and Jairo Ojeda, being able to play with spellings, moving from orality to letters. The research approach was qualitative, with a descriptive scope through pedagogical action research. The collection of information was carried out through observation and participation with the sample population. It is concluded that, through exposure to stories, narratives, rhymes and the written word, children's ability to express themselves verbally, understand messages and develop active listening is strengthened, likewise the communication skills they develop allow them to take. decisions, express ideas, feelings and opinions in a concise way for development in the various contexts of interaction.Ítem El STEM como enfoque educativo para desarrollar la habilidad en la resolución de problemas en niños y niñas de grado preescolar(Universidad Santo Tomás, 2024) Santamaria Abaunza, Mayud Yarith; Buritica Bolanos, Andrea Estephania; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000157324; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001670346; https://orcid.org/0000-0002-9843-9462This degree project is entitled “STEM as an educational approach to develop problem-solving skills in preschool children”, which seeks to strengthen this skill by using an educational approach that combines science, technology, engineering and mathematics. The research was conducted in a group of preschool students at Colegio Integrado Simón Bolívar, in Bolívar Santander This research was developed with a qualitative approach of a pre-experimental exploratory type, since factors were analyzed that have been little studied in terms of STEM education and its particular relationship with problem solving in early stages such as preschool. In addition, as a diagnostic tool, a pretest was implemented to design an innovative teaching strategy, which was structured from interdisciplinary workshops, which not only presented isolated concepts from each discipline, but also showed how they are associated and complement each other, integrating content from multiple STEM disciplines: chemistry and physics to understand nÍtem Talleres Pedagógicos para el Desarrollo de la Conciencia Ambiental en Estudiantes de Primer Grado: Un Estudio desde la Institución Educativa Benicio Agudelo de Tierralta-Córdoba(Universidad Santo Tomás, 2024-12) García Fabra, Dianis; Ortiz Cogollo, Jasmin Zoraida; Flórez Vera, Ceneyda; Universidad Santo TomásThis research seeks to promote environmental awareness in first grade students of the Benicio Agudelo Educational Institution of Tierralta-Córdoba through pedagogical workshops. The central problem is the lack of integration of environmental education in the school curriculum and the need to develop a responsible attitude towards the care of the natural environment. The research is framed within the qualitative approach and uses pedagogical action research. Pedagogical workshops were designed and applied during 4 weeks, with sessions of 2 hours each. The results show a significant growth in the students' knowledge, attitudes and behaviors towards environmental care. The pedagogical workshops proved to be effective in fostering environmental awareness and promoting values such as respect, social responsibility and solidarity. The research contributes to the advancement of knowledge in the field of environmental education and highlights the importance of teachers' work in promoting an environmental culture in the classroom.Ítem La Comprensión Lectora En El Nivel Literal En Estudiantes Del Grado Tercero B Del Liceo Creativo(Universidad Santo Tomás, 2024-11) Valencia Hernandez, Ana Maria; Galvis León, José Andrés; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002140475; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001402212; https://scholar.google.com/citations?user=iazqh5wAAAAJ&hl=es&oi=ao; https://orcid.org/0000-0002-3907-5806This research exercise is the product of a degree project of the Bachelor's Degree in Early Childhood Education in the Line of Research in Childhood of the University of Santo Tomás. The work was carried out with a qualitative approach and a type of action research and descriptive design with the students of Third B of the Creative High School of the municipality of Villamaría in the department of Caldas in Colombia. The general objective that guided the research was: To propose a didactic strategy through written workshops to strengthen the literal level of reading in students of grade III B of the IE Liceo Creativo in the municipality of Villamaría (Caldas) during the year 2023 and it is proposed because it was evidenced, through a diagnosis, that the students did not manage to place themselves properly at the most basic level of reading comprehension, that is, the literal level. Hence, it was necessary to design and implement a didactic strategy through written workshops that would enhance the level of students' literal reading comprehension, based on improving students' motivation and participation and students' attitudes towards the tests that measure this performance. Among its most relevant results is that of having been able to improve the comprehension processes at the literal level and the change in students' attitudes towards the written tests that assess their reading skills.Ítem Integración Sensorial Mediante el Juego Como Practica Escolarizada en Estudiantes del Grado Transición Colegio Bethlemitas(Universidad Santo Tomás, 2024-11-10) Becerra Solano, Gladys Marina; Vergel Diaz, Anyi Tailana; Cardenas Forero, Brighitte Samanda; Universidad Santo TomásThis research was born from the need to raise awareness and motivate teachers about the importance of play in the development of sensory integration in children in the Transition grade of the Sagrado Corazón de Jesús School, Pamplona Norte de Santander. The objective is to develop a teacher training experience based on the practice of intentional play, to promote sensory integration processes through didactic strategies that contribute to the integral development of children, with activities that stimulate the senses and enable mental, affective, cognitive processes and their interaction with the environment. For the practice, qualitative research was used as a participatory method with the application of observation techniques, didactic workshops and group integration spaces, with 21 children between 4 and 5 years old with the intervention of teachers, creating and using the creative spaces of the institution, which allowed to show optimal results in the teaching-learning process and a great motivation of the children of the school. Keywords Sensory integration, play, preschool education, inclusive didactic strategies, teachers.Ítem Estrategias Didácticas Por Medio De Las Herramientas Tecnologías De La Información Y Comunicación (TIC) Para Mejorar El Proceso De Aprendizaje De La Dimensión Comunicativa En El nivel Preescolar De La Institución Educativa San Isidro(Universidad Santo Tomás, 2024-12-12) Salgado Castillo, Nohemy De Jesús; Galvis León, Jose Andres; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001994010; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002140475The incorporation of Information and Communication Technologies (ICT) in education has been shown to strengthen teaching and learning processes. At the San Isidro Educational Institution in Ciénaga de Oro, Córdoba, this integration has been implemented at the preschool level to improve educational quality and encourage more dynamic and participatory learning. Given the limited access to modern technologies in Ciénaga de Oro, this research focuses on how the integration of ICT can improve learning at the preschool level. The objectives include designing, implementing and strengthening learning with appropriate technological tools, calculating in pedagogical models such as constructivism and Montessori, and strategies such as Inquiry-Based Learning, Games and Cooperative. The qualitative methodology used observation, interviews, the carousel and the field diary to collect detailed data. The results showed a positive impact on children's motivation and participation. The conclusions point to the effectiveness of ICT as a complement to traditional strategies; continued training of teachers and the exploration of new forms of technological integration in the educational curriculum are recommended.Ítem Integración Sensorial Mediante el Juego Como Practica Escolarizada en Estudiantes del Grado Transición Colegio Bethlemitas(Universidad Santo Tomás, 2024-11-10) Becerra Solano, Gladys Marina; Vergel Diaz, Anyi Tailana; Cardenas Forero, Brighitte Samanda; Suarez Molina, Nubia Rocio; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000790613; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000143283; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001973186; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002046703; https://scholar.google.com/citations?hl=es&user=OmtXfbQAAAAJ; https://orcid.org/0009-0005-0014-1553; https://orcid.org/0009-0007-3699-4261; https://orcid.org/0009-0004-2701-7088This research was born from the need to raise awareness and motivate teachers about the importance of play in the development of sensory integration in children in the Transition grade of the Sagrado Corazón de Jesús School, Pamplona Norte de Santander. The objective is to develop a teacher training experience based on the practice of intentional play, to promote sensory integration processes through didactic strategies that contribute to the integral development of children, with activities that stimulate the senses and enable mental, affective, cognitive processes and their interaction with the environment. For the practice, qualitative research was used as a participatory method with the application of observation techniques, didactic workshops and group integration spaces, with 21 children between 4 and 5 years old with the intervention of teachers, creating and using the creative spaces of the institution, which allowed to show optimal results in the teaching-learning process and a great motivation of the children of the school.Ítem El Material Didáctico Como Potenciador del Aprendizaje Significativo en el Desarrollo del Pensamiento Lógico Matemático en los Niños y Niñas de Jardín y Transición del Liceo Infantil Expresiones Pedagógicas(Universidad Santo Tomás, 2024-09-16) Orrego Quiceno, Valeria; Aguilar Agudelo, Johana Andrea; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002093064; https://orcid.org/0000-0002-1493-5814The work "Didactic Material as an Enhancer of Meaningful Learning in the Development of Logical-Mathematical Thinking in Kindergarten and Preschool Children at the Liceo Infantil Expresiones Pedagógicas" examines how didactic material contributes to meaningful learning in the development of logical-mathematical thinking skills. It aims to analyze the influence of didactic material as a pedagogical strategy to generate meaningful learning that favors the development of logical-mathematical thinking through a qualitative participatory action research with a deeply reflective perspective from the systematization of experiences. The data collected from the six pedagogical workshops implemented through participant observation, recorded in observation sheets, indicate the enrichment that didactic material provides to teaching and especially to children's learning, as long as the necessary characteristics are considered in advance for it to be meaningful to the children's mental structure in terms of developing notions of logical-mathematical thinking. This research focuses on identifying strategies that eliminate barriers hindering the development of mathematical skills in early childhood, challenging traditional teaching methods that do not adequately consider how and with what learning is constructed. Recognizing the exploratory nature and constant intrinsic stimulation of children at these ages, it proposes using the manipulation of didactic materials and sensory stimulation as starting points to achieve meaningful learning in the development of logical-mathematical skills. Key words: didactic material, meaningful learning, logical-mathematical thinking, preschool children, sensorial stimulationÍtem Sistematización “Raíces Compartidas” en el Resguardo Ibanacuara del Municipio de Pijao, Quindío de la Modalidad Familiar ICBF.(Universidad Santo Tomás, 2024-09-12) Baena Quintero, Adrian Mauricio; Naranjo Jiménez, Luz Angela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002173045; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0002047752; https://orcid.org/0009-0004-6198-2033This systematization was developed in the resguardo Ibanacuara , in the Pijao municipality, Quindío. By understanding and respecting the diverse cultural perspectives present in the community, challenges of verbal communication and transmission of knowledge were addressed. Strategies were sought that would allow this situation to be resolved through the articulation of intercultural processes; generating a social environment that values, enriches and promotes traditions; promoting dialogue, equality, mutual understanding, integration and enrichment of cultures through art. For the development of this systematization, aspects of participatory-action-research were taken into account, the purpose of which is to improve educational practices with the active participation of individuals in the investigative processes according to Kurt Lewin. The instruments that were applied for the development of the proposal, were the didactic workshops proposed by the Family Wellbeing Program Dimf (Child Development in a Family Environment) allowing to organize and synthesize the planned activities to put art into practice as a strategy of interaction and communication with the community. The pedagogical reflections made it possible to understand the teaching-learning process of the community members, showing that art strengthens comprehensive development and promotes verbal and non-verbal communication skills among the participants of the experience. Consequently, the observation process was carried out which made it possible to evaluate the learning acquired by the minors and guardians of the boys and girls. Highlighting the use of the DIMF Group Support Notebook v1 (ICBF, 2021, p.10) for the evaluation process, facilitating greater clarity about the characteristics and objectives of the activities proposed for the population. The author Oscar Jara (2018) mentions several phases in the systematization process that are essential to carry out a deep and reflective analysis of the experience. These phases include the selection of the experience to be systematized, the collection of information, the analysis of the data and the preparation of conclusions and recommendations. Each of these stages is essential to ensure that the process is rigorous and meaningful. By following these phases, it can be affirmed that the knowledge generated is relevant and applicable, which in turn allows us to improve our practices and contribute to the continuous development of our communities. Since, we can identify what has worked and what has not, which contributes to improving our practices in the future. In the indigenous reservation, practices aimed at strengthening the comprehensive development of girls and boys from their gestation were covered, with the participation of the main caregivers through dialogues, narratives and artistic experiences from gestation onwards. The importance of creativity and artistic expression in the development of children within their indigenous cultural context is recognized, expressing the union of different customs, beliefs and ways of life in an increasingly globalized world. Consequently, the reflections generated from This systematization allowed the recognition of successful practices, as well as the challenges and opportunities that arise when implementing strategies that allow meaningful communication to be achieved through art; producing pedagogical knowledge that highlighted the importance of cultural and artistic practices in the comprehensive development of children, as well as the need to strengthen teacher training and its impact on the implementation of intercultural education. The horizon of meaning of the systematization focused on promoting respect for the diverse ancestral knowledge of the Ibanacuara reservation, articulating intercultural processes that generated a social environment that values and enriches cultural traditions in a reflective manner.Ítem El Juego Didáctico en el Desarrollo de las Habilidades Sociales y Cognitivas en Niños de Primer Grado de la IED Santa Barbara Sede Varones(Universidad Santo Tomás, 2024) Torrado Bayona, Liseth Johana; Gutiérrez Carrascal, Moraima; Páez González, Leonardo Alexis; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001660348; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001994049; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001693129; https://scholar.google.es/citations?hl=es&user=2XJqYYAAAAAJ; https://orcid.org/0000-0002-7376-2626The current education system seeks to overcome traditional education where children become mere recipients of knowledge, The present research work aims to determine the impact that the use of educational play in the development of social and cognitive skills of first grade children at the IED Santa Bárbara (headquarters boys). This research was carried out from a qualitative paradigm, with an action research approach, allowing us to identify current methods used by the teacher to promote the social and cognitive development of children, where a traditional methodology on the part of the teacher is noticeable. Subsequently, the implementation and evaluation of pedagogical actions based on play, where the teacher, parents and students participated in the development of the activities, demonstrating during the analysis and findings found, that the children of the first grade, managed to develop social skills through play allowing them to develop social skills such as: empathy, collaborative work, respect and cognitive development, problem solving, concentration, respect for rules, and creativity, thus generating a positive impact on their comprehensive development. Without a doubt, play promotes significant learning with practical projection to life and enhances social skills that allow an adequate use of emotions and values that are essential to live in a community. Based on the above, it is important to contextualize the classroom so that it responds to didactic strategies that put the student at the center of the educational process.Ítem “Cultivando Creatividad en el Grado Primero: Fortaleciendo Procesos de Escritura Través de las Técnicas de Gianni Rodari en el Colegio Liceo de los Andes”(Universidad Santo Tomás, 2024-09-16) Guaneme Eyleen, Villamil Natalia; Villamil Ramos, Lisseth Natalia; Lemus Bohórquez, Claudia Marcela; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0000050636; https://scholar.google.es/citations?hl=es&user=fdz9nNYAAAAJ; https://orcid.org/0009-0006-4345-176XThe systematization of a pedagogical experience enables pre-service teachers to acquire profession-specific skills. This project, "Strengthening the Writing Process in Children at Liceo de los Andes School," aimed to enhance first-grade students' text production processes through creative writing techniques. These techniques fostered creativity, addressing shortcomings identified through non-participant observation and in-depth interviews with the teacher and students. The research revealed difficulties in the writing process, including: Lack of motivation, confusion between letters (e.g., b and d), difficulty organizing ideas and emotions to address these challenges, a qualitative action research approach was employed. Methods included: In depth teacher and student interviews, development of five strategies based on Rodari's creative writing techniques: Text production, exploring the fantastic binomial ("what if"), false headlines, distorted words and Story salads These strategies strengthened writing skills, fostered creativity, and enabled students to organize ideas, emotions, and situations into coherent texts. This process underscores the importance of writing and text production in early childhood education, where creativity is explored and tested, expanding vocabulary, and expressing ideas and feelings. In conclusion, engaging children in writing experiences is crucial for motivating them to create their own stories, produce meaningful texts, express ideas and emotions, and develop essential writing skills. By planning, textualizing, and reviewing their work, students advance in building the written code.Ítem ValoresEnRed: Tejiendo Sociedad Desde el Autoconocimiento en la Infancia.(Universidad Santo Tomás, 2024-08-20) Bustamante Ramos, Dalia Samanta; Guzmán Escobar, Leidy Yuri; Universidad Santo Tomás; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001290088; https://scienti.minciencias.gov.co/cvlac/visualizador/generarCurriculoCv.do?cod_rh=0001673873This article presents the community pedagogical project "ValoresEnRed: weaving society from self-knowledge in childhood", developed in the pedagogical practice of the degree in Early Childhood Education at the Santo Tomás University, which focused on strengthening the values and literacy skills of 18 boys and girls from 5 to 13 years old in commune 8 of Villavicencio, within the Social Projection of the USTA. Project-Based Learning (PBL) was used as a methodological approach, which seeks not only to improve academic learning, but also to promote values such as respect, cooperation and responsibility through meaningful activities. The project is based on key theoretical principles such as those of Freire and Vygotsky. Freire, with his "Pedagogy of the Oppressed", contributes to the promotion of critical thinking and community commitment, while Vygotsky, in "Thought and Language", highlights the importance of language and social interaction in learning, fundamental elements for designing activities literacy that promote values. The results of the project focused on a significant improvement in reading and writing skills, evidenced in their ability to understand texts appropriate to their educational level and express ideas with greater clarity and coherence in writing. Furthermore, the development of values such as respect, empathy and cooperation has been strengthened, manifesting itself in more positive behaviors both within the school environment and in the community. Finally, the project has not only improved the children's academic skills, but has also contributed to their ethical and moral development, preparing them to be active citizens committed to their environment. This comprehensive approach reflects significant progress towards the comprehensive training of participants, highlighting the importance of education in promoting fundamental values from an early age.