Bibliographic citations
Suarez, A., Riva, M. (2023). Estrategia “material concreto” para desarrollar la coordinación fonética en estudiantes de 3 años, Institución Educativa Inicial 231 Rioja-2021 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5228
Suarez, A., Riva, M. Estrategia “material concreto” para desarrollar la coordinación fonética en estudiantes de 3 años, Institución Educativa Inicial 231 Rioja-2021 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2023. http://hdl.handle.net/11458/5228
@misc{renati/1055390,
title = "Estrategia “material concreto” para desarrollar la coordinación fonética en estudiantes de 3 años, Institución Educativa Inicial 231 Rioja-2021",
author = "Riva Fernandez, Melissa",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2023"
}
Strategy "concrete material" to develop phonemic coordination in 3-year-old students, Elementary Educational Institution 231 Rioja-2021 The present research focuses on fine motor skills, which encompasses phonemic coordination, which according to Ardanaz (2009), implies that any pronounced word is based on the act of phonation and on the gradual automation of the phonetic course of language. This is a critical aspect of motor skills that must be stimulated to ensure adequate mastery (Villegas, 2019, p. 20). The general objective was to verify that the "concrete material" strategy develops phonemic coordination in 3-year-old students, Initial Educational Institution 231 of Rioja. It was an applied research, with an explanatory level, pre-experimental design, with two tests, before and after, with a non-probabilistic and cross-sectional sample. The results showed that the design of the "concrete material" strategy is a valuable pedagogical tool that, when implemented, will have an impact. The level of development of phonemic coordination is located in the scale of outstanding achievement in the pretest, compared to the posttest which is located in beginning, with a significant difference of 29.7±1.9 points. Thus, in its dimensions it was also located in outstanding achievement, with significant differences between the pretest and posttest in "imitates sounds" (11.3±0.9), "repeats words" (11.4±1.0) and "expresses spontaneously" (7.1±0.9). It is concluded that, at 95% confidence, the researcher's hypothesis is accepted, that the application of the "concrete material" strategy has positively influenced the improvement of the phonemic coordination of 3-year-old children.
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