Bibliographic citations
Silva, J., Ramos, J. (2024). Desarrollo cognitivo y lectura de imágenes en infantes de 5 años, Institución Educativa Inicial 288 Rioja-2022 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5865
Silva, J., Ramos, J. Desarrollo cognitivo y lectura de imágenes en infantes de 5 años, Institución Educativa Inicial 288 Rioja-2022 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2024. http://hdl.handle.net/11458/5865
@misc{renati/1055325,
title = "Desarrollo cognitivo y lectura de imágenes en infantes de 5 años, Institución Educativa Inicial 288 Rioja-2022",
author = "Ramos Vizconde, Jennifer Mailee",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2024"
}
Cognitive development and image reading in 5 year old infants, Preschool Educational Institution 288 Rioja-2022 The research arose from the need to know the cognitive development and image reading of five-year-old children in the 288th Pre-school Educational Institution in the city of Rioja. Its objective is to determine the relationship between the variables "cognitive development" and "image reading". Two questionnaires were elaborated, one with presentations of concrete materials and the other illustrative with images for the infants to give an answer. The validity of these instruments was evaluated by the judgment of three experts with an excellent result (4.7 points) in both questionnaires and the reliability was calculated with an acceptable result (r=0.746) and another result of good (r=0.813). These were applied to a non-probabilistic sample of 70 children with personalized measurement. The method used was inductive-deductive and analytical-synthetic. The type of research was basic, descriptive level, correlational design. Among the results, 5-year-old infants were found to have levels of cognitive development and image reading with expected achievement (33.3 ± 1.9) and (22.1 ± 2.5) respectively. The relationship between cognitive development and the denotative dimensions was low positive (rho=0.349) and with the connotative was moderate positive (rho=0.507). The relationship between picture reading with the dimensions of perception and spatial skills were low positive (rho=0.384) and (rho=0.321) respectively and moderate positive (rho=0.399) with memory. The relationship between cognitive development and picture reading was moderate positive (rho=0.496). It is concluded at 95 percent confidence that there is a highly significant relationship between cognitive development and image reading in 5-year-old infants of the Preschool Educational Institution 288 de Rioja, with a probability below five percent.
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