Citas bibligráficas
Buelot, F., Melendez, T. (2024). Déficit de atención y el aprendizaje significativo en los niños de 4 años de la I.E.I N° 288, Rioja, 2021 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5869
Buelot, F., Melendez, T. Déficit de atención y el aprendizaje significativo en los niños de 4 años de la I.E.I N° 288, Rioja, 2021 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2024. http://hdl.handle.net/11458/5869
@misc{renati/1054284,
title = "Déficit de atención y el aprendizaje significativo en los niños de 4 años de la I.E.I N° 288, Rioja, 2021",
author = "Melendez Davila, Tamara Jesus",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2024"
}
Attention deficit is a problem that affects a large number of children and can persist into adulthood, causing havoc in their lives such as "low self-esteem, not relating to other people", also affecting their school life, since children with attention deficit have trouble following directions, which hinders the work of the teacher, who seeks different strategies for the child to obtain meaningful learning, therefore, the study analyzes the relationship between attention deficit and meaningful learning. The main objective was to determine the relationship between attention deficit and meaningful learning in 4-year-old children of I.E.I N° 288, Rioja,2021. The specific objectives are: To identify the relationship that exists between inattention with meaningful learning in 4-year-old children, to analyze the relationship that exists between hyperactivity with meaningful learning in 4-year-old children, to establish the relationship that exists between impulsivity with meaningful learning in 4-year-old children. The research was carried out at the Pre-school Educational Institution N°288, located in the city of Rioja, the study is inserted in the qualitative approach of non-applied correlative type, to achieve this objective two observation tests will be applied: observation test to measure attention deficit and observation test to measure significant learning in 4 year old children. The principal results obtained show that the level of attention deficit in 4-year-old children is high with 77.6%, 19.7% very high and 2.6% regular level and in its dimensions the level of inattention is 81.6% very high, in hyperactivity it is 59.2% very high and in impulsivity it is 56.6% high. In the significant learning variable, 46.1% obtained an expected achievement, 26.3% an outstanding achievement, 18.4% in process and 9.2% at the beginning. Therefore, it is concluded that the relationship between "attention deficit" and "meaningful learning" in 4-year-old children is negative with -0.267 (p=0.020<0.05) which means that if the attention deficit score increases meaningful learning decreases.
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