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Now showing 1 - 5 of 5

Recent Submissions

"LECTOESCRITURA EN ACCIÓN: RECURSOS DIDÁCTICOS PARA ESTUDIANTES DE CUARTO GRADO"
(2025-08-25) Gomez Martinez, Shirley; Melo Morales, Lilibeth; Torres Suarez, Gissell Tatiana
This project was carried out with seventeen fourth-grade students at Emmanuel Educational Institution in Arauca, Arauca, Colombia, using the interpretive paradigm, a qualitative approach, and the Action Research method. It began with a constant observation process, accompanied by a diagnosis, pedagogical reflections captured in a field journal, surveys, interviews, and an evaluation rubric from which the data collected in each of the five interventions were triangulated. The main objective was to strengthen literacy through the implementation of teaching resources, taking as a starting point the difficulties in fluency and comprehension of the texts read, aspects evidenced through the diagnosis carried out, linking family participation and recognizing its importance in strengthening literacy. The results obtained allowed to demonstrate improvements in fluency, reading comprehension, written expression, and writing coherence. In conclusion, this study highlights the importance of implementing teaching resources accompanied by motivating and contextualized environments, where interaction and creativity foster interest in literacy, with the support of teachers and families, fostering students' holistic development.
"PROPUESTA DE INVESTIGACIÓN: LA COMUNICACIÓN ASERTIVA ENTRE PADRES, MADRES, NIÑOS Y NIÑAS CON EDADES ENTRE 7 Y 8 AÑOS EN LA INSTITUCIÓN EDUCATIVA NUESTRA SEÑORA DE LUXEMBURGO DE ZIPAQUIRÁ "
(2024-12-01) Gómez Cuadrado, Ana Bicia; Aguirre Portocarrero, Karina; Sinisterra Vente, Luz Angélica; Muñoz Osorio, María Camila; Beltrán Pedraza, Sonia Rocío
Assertive communication is a fundamental aspect in the development of children. Good communication builds trust between parents and children. However, although there is research on assertive communication, it is important to address this approach from the educational environment. By applying it, conflicts can be identified and resolved more effectively, promoting healthy interpersonal relationships in various contexts. The present research proposal seeks to enhance assertive communication experiences between parents and a total group of 13 discriminated students as follows: 4 girls and 9 boys between the ages of 7 and 8 at the Nuestra Señora de Luxemburgo Educational Institution in Zipaquirá. To this end, playful pedagogical workshops were designed as a central intervention strategy. The study is framed in a qualitative approach using the Participatory Action Research (PAR) method. This method was developed through the planning, performance, observation and reflection phases, in order to collect information using instruments such as the field diary, the evaluation rubric and the proposed workshops. The analysis of the data seeks to understand the dynamics and evaluate their effects on the emotional well-being of children. It is expected, as a result, to identify the barriers that hinder effective communication, strengthening in parents the ability to actively listen and respond assertively to the needs of their child. In addition, this research proposal not only seeks to strengthen family relationships, but also aims to offer parents practical tools that they can apply in their daily lives, which will significantly contribute to the comprehensive development of their children.
"Fortalecimiento del pensamiento numérico en los estudiantes del grado tercero de educación básica primaria de la Institución Educativa San Luis del municipio de Tame, Arauca"
(2025-03-17) Giraldo Buitrago, Zenaida; Barajas Rangel, Martha Liliana
This project describes the pedagogical intervention carried out at San Luis Educational Institution in Tame, Arauca, with third-grade primary school students. The intervention was conducted with a group of 30 students and aimed to apply methodologies that enhance the development of numerical thinking through the use of concrete materials for solving basic operations such as addition, subtraction, multiplication, and division. This work arises from the identified need among students who struggle with solving mathematical problems related to these operations. As a methodological strategy, cooperative learning was implemented through workshops, in which various methodologies for developing numerical thinking were applied. Students were observed as they applied these strategies and followed the teacher’s instructions. The methodologies were designed to align with the students’ cognitive levels through evaluative texts, respecting their different learning paces and fostering active participation in the classroom. The goal was to improve their understanding of basic mathematical concepts, strengthen numerical thinking, and develop competencies that enable them to apply logical and mathematical reasoning in everyday situations. The methodology used was participatory action, based on workshops and competitive activities. From a qualitative approach, students’ difficulties were analyzed to identify weaknesses and apply corrections to enhance their numerical thinking.
"¡ES HORA DE LEER! CON LECTURAS COMPARTIDAS, DRAMATIZADAS Y EN FAMILIA"
(2025-09-14) Garzón Gómez, Ángela Roció; Perafan Paz, Liveny Yarey; Luna Ramírez, Yessica Alejandra
It’s time to read! Through shared reading, storytelling, and family involvement, the main goal is to encourage reading habits in the families of the boys and girls in the preschool level at the CDI Constructores del Future in the town of El Plateado, Argelia – Cauca. This is done through shared reading activities, story dramatizations, and active participation of parents. A qualitative approach was used, with an action-research methodology. The analysis of the four interventions aimed to help families develop daily reading habits using different strategies, resources, and activities that strengthen creativity, imagination, stimulation, and knowledge, all by setting an example at home. The evaluation was based on five criteria: family reading routines, image reading, comprehension, teaching strategies and resources, and active participation. This report is based on five studies that highlight the benefits of promoting reading from an early age, including cognitive, emotional, and social development. The findings show that families often have limited time, little support, and low participation in new activities. However, when families are guided, supported, and provided with alternatives that make it easier for them to get involved, kids develop daily reading habits. This joint participation strengthens emotional bonds, improves communication skills, and creates an environment where reading becomes a meaningful, sustained, and enjoyable experience in their daily lives.
NIÑOS LEYENDO ADULTOS PENSANDO
(2025-10-19) Garcia Carcamo, Martha Nelly
This work addresses the problem found in the fourth-grade students of the Antonio Ricaurte IE, Floristania, Municipality of Tame, Arauca, which is the lack of interest in learning, in internalizing the contents given by the teacher, which leads to low academic performance, school failure and low self-esteem. In addition, the general and specific objectives of the research are defined and the selection of this topic as a research project is justified. With this research we show how it is possible to improve and strengthen reading and writing skills in fourth grade children of this institution, through pedagogical strategies such as activities that combine reading comprehension, writing and creative expression, playful, attractive, and attractive. For its development, activities were proposed containing the reading of stories, tales and poems orally and silently, writing and spelling exercises will be integrated and, finally, creative and guided writing activities, seeking that the readings that the children had previously heard and had not paid attention to, due to the monotony of traditional education, become fun stories according to the age of each one, remembering characters, drawing protagonists and even asking for a new reading. We can conclude that a child's reading and writing skills depend both on the family and social environment where he/she develops and on the way in which the teacher is able to motivate him/her. Concepts such as comprehension, development, reading, writing and tools are also defined. We will expand our knowledge about the different areas and concepts related to our research topic and about works carried out on the same topic prior to ours. Qualitative research was carried out, using the methods and tools that allowed us to gather all the necessary information from first source. Key words: comprehension, development, reading, writing, writing skills.