El estereotipo de género en niñas y niños en la Institución Educativa Inicial N° 429-176/Mx-P “Madre Teresa de Calcuta” de Nueva Jerusalén-Huanta, 2025
Fecha
2026-09-22
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Resumen
En el presente trabajo de investigación titulado “El estereotipo de género en Niñas y Niños en la Institución Educativa Inicial N° 429-176/Mx-P “Madre Teresa de Calcuta” de Nueva Jerusalén-Huanta, 2025”, se tuvo como objetivo reducir el estereotipo de género en los estudiantes de este nivel. El estudio fue de nivel descriptivo con diseño descriptivo simple, cuya población estuvo conformada por 54 estudiantes y una muestra de 14, seleccionados mediante muestreo no probabilístico por conveniencia. Para la recolección de datos se empleó la técnica de observación y como instrumento la ficha de observación. Los resultados evidenciaron que el estereotipo de género en los niños y niñas de 3 años se presenta en un nivel intermedio, ya que el 90% de los estudiantes “a veces” muestran conductas relacionadas con el estereotipo de género y solo un 10% lo hace “siempre”. En cuanto al conocimiento del cuerpo humano, el 70% lo manifestó “a veces” y el 30% “siempre”. Respecto a la autoprotección y cuidado personal, el 73.3% lo demostró “a veces” y un 26.7% “siempre”. Finalmente, en las relaciones interpersonales, un 56.7% de los estudiantes lo practica “a veces”, mientras que un 43.3% lo hace “siempre”. Se concluye que el estereotipo de género en los niños de 3 años de la Institución Educativa Inicial “Madre Teresa de Calcuta” de Huanta se encuentra en un proceso de desarrollo, con predominio de logros parciales más que constantes. Los estudiantes reconocen algunas partes de su cuerpo, practican en ocasiones el cuidado personal y manifiestan conductas de respeto y convivencia con sus pares, pero aún requieren de un mayor acompañamiento pedagógico y familiar. Por ello, se recomienda fortalecer estrategias lúdicas y pedagógicas que promuevan el conocimiento corporal, la autoprotección y las relaciones saludables desde la primera infancia.
This research, entitled “Gender Stereotypes in Boys and Girls at Initial Educational Institution No. 429-176/Mx-P ‘Mother Teresa of Calcutta’ in Nueva Jerusalén-Huanta, 2025,” aimed to examine gender stereotypes among preschool-aged students. The study followed a descriptive design with a simple descriptive approach. The population consisted of 54 students, from which a non-probabilistic convenience sample of 14 was selected. Data were collected through observational techniques using a structured observation form. Results showed that gender stereotypes among three-year-old children operate at an intermediate level: 90% of students displayed stereotype-related behaviors only “sometimes,” while 10% did so “always.” Regarding body awareness, 70% demonstrated knowledge “sometimes” and 30% “always.” In terms of self-protection and personal care, 73.3% showed these behaviors “sometimes” and 26.7% “always.” As for interpersonal relationships, 56.7% of students practiced respectful interactions “sometimes,” while 43.3% did so “always.” The study concludes that gender stereotyping in this group of children is still developing, with partial rather than consistent achievements predominating. While students recognize some parts of their body, occasionally practice personal care, and show basic respect toward peers, they still require stronger pedagogical and family support. It is therefore recommended to implement play-based and pedagogical strategies that foster body awareness, self-protection, and healthy relationships from early childhood, ensuring comprehensive development that supports safety, self-esteem, and socioemotional growth.
Kay llamk’ay, “Warmi-qari chiqan t’ukuykuna Yachaqkuna Mama Teresa de Calcuta Yachay Wasipi, 429-176/Mx-P nisqapi, Nueva Jerusalén-Huantapi, 2025 watapi” sutiyuq, munay rikuchiyta ima hina kachkan warmi-qari chiqan t’ukuykuna hatun yachaqkunap yachay wasinpi. Kay llamk’aymi qillqasqa kachkan huk rikuchiypim rikukuq, payasqan rikaykuna p’anqa kaqta apaykachakuspa. Tukuy yachaqkuna 54 karqanku, chaymanta mana atipanamanta ayparispa 14 akllakurqanku. Rikaykuna chaninchanapaq, rikaykuna p’anqa llamk’achiwarqanku. Taripaykuna rikuchiwarqanku warmi-qari chiqan t’ukuykuna kimsa watayuq wawakunapi “chawpi” kakuyniyuq kachkan: 90% yachaqkunam “mayk’aqchus” kay ruwaykunata rikuchiwarqanku, 10% “mana t’ukurispa” ruwarqanku. Ukunkuta riqsinaypim, 70% “mayk’aqchus” rikuchiwarqanku, 30% “mana t’ukurispa.” Kikillantataq waqaychakuyniyuqpi, 73.3% “mayk’aqchus” rikuchiwarqanku, 26.7% “mana t’ukurispa.” Wawqe-pana-tinkunapim, 56.7% yachaqkunam “mayk’aqchus” misk’i tinkunata ruwarqanku, 43.3% “mana t’ukurispa” ruwarqanku. Kay llamk’aymi rikuchin warmi-qari chiqan t’ukuykuna kay wawakunapi winaypuni kachkan, chaymanta aswan achkha kay ruwaykuna mana tukuy p’unchawpi rikukun. Yachaqkunam ukunkup siq’inkuna yachankum, mayk’aqchus wiksankuta waqaychanku, wawqe-panankuwan allinta kawsanku, ichaqa aswan yanapakuyta munanku yachaykunapi ayllupipas. Chaymi allin kawsay winaypaq munakuykuna, waqaychakuy, misk’i tinkunawan puqllakuspa yachachina, kay pachamantataqmi wawakuna allin kawsanku, paykunaqa munakuyniyuq, kallpanniyuq winanqaku.
This research, entitled “Gender Stereotypes in Boys and Girls at Initial Educational Institution No. 429-176/Mx-P ‘Mother Teresa of Calcutta’ in Nueva Jerusalén-Huanta, 2025,” aimed to examine gender stereotypes among preschool-aged students. The study followed a descriptive design with a simple descriptive approach. The population consisted of 54 students, from which a non-probabilistic convenience sample of 14 was selected. Data were collected through observational techniques using a structured observation form. Results showed that gender stereotypes among three-year-old children operate at an intermediate level: 90% of students displayed stereotype-related behaviors only “sometimes,” while 10% did so “always.” Regarding body awareness, 70% demonstrated knowledge “sometimes” and 30% “always.” In terms of self-protection and personal care, 73.3% showed these behaviors “sometimes” and 26.7% “always.” As for interpersonal relationships, 56.7% of students practiced respectful interactions “sometimes,” while 43.3% did so “always.” The study concludes that gender stereotyping in this group of children is still developing, with partial rather than consistent achievements predominating. While students recognize some parts of their body, occasionally practice personal care, and show basic respect toward peers, they still require stronger pedagogical and family support. It is therefore recommended to implement play-based and pedagogical strategies that foster body awareness, self-protection, and healthy relationships from early childhood, ensuring comprehensive development that supports safety, self-esteem, and socioemotional growth.
Kay llamk’ay, “Warmi-qari chiqan t’ukuykuna Yachaqkuna Mama Teresa de Calcuta Yachay Wasipi, 429-176/Mx-P nisqapi, Nueva Jerusalén-Huantapi, 2025 watapi” sutiyuq, munay rikuchiyta ima hina kachkan warmi-qari chiqan t’ukuykuna hatun yachaqkunap yachay wasinpi. Kay llamk’aymi qillqasqa kachkan huk rikuchiypim rikukuq, payasqan rikaykuna p’anqa kaqta apaykachakuspa. Tukuy yachaqkuna 54 karqanku, chaymanta mana atipanamanta ayparispa 14 akllakurqanku. Rikaykuna chaninchanapaq, rikaykuna p’anqa llamk’achiwarqanku. Taripaykuna rikuchiwarqanku warmi-qari chiqan t’ukuykuna kimsa watayuq wawakunapi “chawpi” kakuyniyuq kachkan: 90% yachaqkunam “mayk’aqchus” kay ruwaykunata rikuchiwarqanku, 10% “mana t’ukurispa” ruwarqanku. Ukunkuta riqsinaypim, 70% “mayk’aqchus” rikuchiwarqanku, 30% “mana t’ukurispa.” Kikillantataq waqaychakuyniyuqpi, 73.3% “mayk’aqchus” rikuchiwarqanku, 26.7% “mana t’ukurispa.” Wawqe-pana-tinkunapim, 56.7% yachaqkunam “mayk’aqchus” misk’i tinkunata ruwarqanku, 43.3% “mana t’ukurispa” ruwarqanku. Kay llamk’aymi rikuchin warmi-qari chiqan t’ukuykuna kay wawakunapi winaypuni kachkan, chaymanta aswan achkha kay ruwaykuna mana tukuy p’unchawpi rikukun. Yachaqkunam ukunkup siq’inkuna yachankum, mayk’aqchus wiksankuta waqaychanku, wawqe-panankuwan allinta kawsanku, ichaqa aswan yanapakuyta munanku yachaykunapi ayllupipas. Chaymi allin kawsay winaypaq munakuykuna, waqaychakuy, misk’i tinkunawan puqllakuspa yachachina, kay pachamantataqmi wawakuna allin kawsanku, paykunaqa munakuyniyuq, kallpanniyuq winanqaku.
Descripción
Palabras clave
Estereotipó, Roles de Género, Diversidad, Expresión y Libertad, Stereotype, Gender Roles, Diversity, Expression and Freedom, Chiqan T’ukuy, Warmi-Qari Ruwaykuna, Tukuy Laya, Rikuchiypas, Qespiyniyuq Kawsay