Citas bibligráficas
Angaspilco, M., Mejia, J. (2023). Actividades lúdicas para desarrollar la asertividad en niños de 4 años de la I.E.I. N° 291 de Yorongos, 2021 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5646
Angaspilco, M., Mejia, J. Actividades lúdicas para desarrollar la asertividad en niños de 4 años de la I.E.I. N° 291 de Yorongos, 2021 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2023. http://hdl.handle.net/11458/5646
@misc{renati/1054016,
title = "Actividades lúdicas para desarrollar la asertividad en niños de 4 años de la I.E.I. N° 291 de Yorongos, 2021",
author = "Mejia Izquierdo, Jesica Marlith",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2023"
}
Assertiveness is a personal ability that allows the expression of emotions, judgments and thoughts, in a relevant situation, in an appropriate way and without denying the rights of others; that is, it is a way of effective interaction at any time for individuals to be direct, honest and expressive; therefore, it is important to develop it through game-based strategies and activities. For this reason, the main objective was to demonstrate the impact of play activities for the development of assertiveness in 4-year-old infants of the I.E.I. 291 de Yorongos, 2021. The specific objectives are: to design play activities based on the theories of recapitulation, catharsis, self-expression and cognitive restructuring; to apply the play activities in 4-year-old infants in the processes of pre-analysis, execution and evaluation; and to evaluate the development of assertiveness in 4-year-old infants in its components: self-affirmation, expressing positive feelings and expressing negative feelings in 4-year-old infants, at the pre-test and post-test levels. The study followed the quantitative applied, quasi-experimental model, and the instrument: Assertiveness Questionnaire was applied to 4-year-old preschoolers. The research concluded that: (a) Stanley Hall's theories of recapitulation, Krausen's catharsis, Vargas' self-expression and Piaget's cognitive restructuring consider play as a didactic tool for students to express ancestral experiences, feelings, build cultural identity and decline when the infant develops intellectual capacities; (b) in applying the playful actions, the previous analysis was considered, which consisted of the formulation of objectives, competencies and capacities, means and diagnosis, execution that developed the didactic sequences and sessions, and evaluation, the questionnaire was applied before and after the playful actions; (c) the ludic actions developed the assertiveness of the four year old infants of school 291, as in the pretest of the study group, the mean reached a level of initiation with 48.4 and in the posttest it increased significantly to achievement with 69.8; in the control group, the pretest mean reached a process level with 64.5 and in the posttest in achievement with 72.7 with a little significant increase; in the Mann-Whitney hypothesis test it reached a value of z = -2.761 indicating that it is less than 5% (0.006 < 0.05) which demonstrates significant effects.
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