Los Juegos simbólicos en el desarrollo creativo de los niños en la Institución Educativa 425-12, La Mar, Ayacucho 2024
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2026-02-17
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El estudio titulado “Los Juegos Simbólicos en el Desarrollo Creativo de los estudiantes de la Institución Educativa 425-12, La Mar, Ayacucho 2024” tuvo como objetivo emplear el uso de los juegos simbólicos para promover el desarrollo creativo de los estudiantes de 4 años. Empleo una metodología de enfoque cuantitativo, tipo aplicada, nivel explicativo, diseño preexperimental. Tuvo una población de 28 niños y niñas de 4 años y una muestra de 10 niños y niñas. Para recoger datos se empleó la técnica de la observación y como instrumento se tuvo la ficha de observación del desarrollo creativo. Para procesar los datos recopilados se utilizó la estadística descriptiva e inferencial. Los resultados de la investigación señalan que los juegos simbólicos promueven el desarrollo creativo en niños y niñas de 4 años, con un valor de p= 0,002 < 0,05. Pues la dimensión fluidez creativa, originalidad y la flexibilidad cognitiva se desarrollaron mediante los juegos simbólicos. Pues en el postest se encontró en logro esperado (A) al 100 %. estudiantes. Por ello se concluye validando que los juegos simbólicos promueven el desarrollo creativo en niños y niñas de 4 años.
The study entitled ‘Symbolic Games in the Creative Development of the students of the Educational Institution 425-12, La Mar, Ayacucho 2024’ had the objective of employing the use of symbolic games to promote the creative development of 4-year-old students. It employed a quantitative approach methodology, applied type, explanatory level, pre-experimental design. It had a population of 28 four-year-old children and a sample of 10 children. The observation technique was used to collect data, and the creative development observation form was used as an instrument. Descriptive and inferential statistics were used to process the data collected. The results of the research show that symbolic games promote creative development in 4-year-old children, with a value of p= 0,002 < 0,05. The dimensions of creative fluency, originality and cognitive flexibility were developed through symbolic games. In the post-test the expected achievement (A) was found to be 100 %. students. Therefore, it is concluded by validating those symbolic games promote creative development in 4-year-old children.
Kay maskapay., Pukllanakuna, sumaq llankay tawa watayuq warmakunapi puririchiy, yachay wasi N° 425-12, La Mar, Ayacucho 2024.Puririchisqan karqa Pukllanakunawan sumaq llankay warmakuna kananpaq. Chaypaqmi inhuki wantitatiwo, tipu awlikatiwo,niwil isplikatiwo, risiñu pri isplikatiwo nisqanwan matipasqa karqa. Kay tisispin karqaku 28 yachapakuqkuna, kinsa, tawa hinallatq pichaqa watayuq warkunapi, llankayñataqmi apakurqa chunka warkunapi, paykunam karqa tawa watayuq. Paykuna akllanapaqñataqmi, mustryu nu pruwawilistiku nisqantakama akllasqa karqaku. Yachaykuna paykunamanta uqarinapaqtaqmi, qawakuywan llankasqa karqa, qawasqan qillqasqantañataqmi, qawana wicha nisqanpi qillqarqa. Kay llankaymi tukupurqa pukllanakuna, sumaq llankay tawa watayuq warmakunapiqa allintam puririchin nispa. Chaytam qawachin p= 0,002 < 0,05, nisqanpi. Chay raykum kay llankay nin, pukllanakunaqa, sumaq llankaytam tawa watayuq warmakunapi puririchin nispa.
The study entitled ‘Symbolic Games in the Creative Development of the students of the Educational Institution 425-12, La Mar, Ayacucho 2024’ had the objective of employing the use of symbolic games to promote the creative development of 4-year-old students. It employed a quantitative approach methodology, applied type, explanatory level, pre-experimental design. It had a population of 28 four-year-old children and a sample of 10 children. The observation technique was used to collect data, and the creative development observation form was used as an instrument. Descriptive and inferential statistics were used to process the data collected. The results of the research show that symbolic games promote creative development in 4-year-old children, with a value of p= 0,002 < 0,05. The dimensions of creative fluency, originality and cognitive flexibility were developed through symbolic games. In the post-test the expected achievement (A) was found to be 100 %. students. Therefore, it is concluded by validating those symbolic games promote creative development in 4-year-old children.
Kay maskapay., Pukllanakuna, sumaq llankay tawa watayuq warmakunapi puririchiy, yachay wasi N° 425-12, La Mar, Ayacucho 2024.Puririchisqan karqa Pukllanakunawan sumaq llankay warmakuna kananpaq. Chaypaqmi inhuki wantitatiwo, tipu awlikatiwo,niwil isplikatiwo, risiñu pri isplikatiwo nisqanwan matipasqa karqa. Kay tisispin karqaku 28 yachapakuqkuna, kinsa, tawa hinallatq pichaqa watayuq warkunapi, llankayñataqmi apakurqa chunka warkunapi, paykunam karqa tawa watayuq. Paykuna akllanapaqñataqmi, mustryu nu pruwawilistiku nisqantakama akllasqa karqaku. Yachaykuna paykunamanta uqarinapaqtaqmi, qawakuywan llankasqa karqa, qawasqan qillqasqantañataqmi, qawana wicha nisqanpi qillqarqa. Kay llankaymi tukupurqa pukllanakuna, sumaq llankay tawa watayuq warmakunapiqa allintam puririchin nispa. Chaytam qawachin p= 0,002 < 0,05, nisqanpi. Chay raykum kay llankay nin, pukllanakunaqa, sumaq llankaytam tawa watayuq warmakunapi puririchin nispa.
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Juegos simbólicos, Creativo, Originalidad, Flexibilidad, Cognitivo, Symbolic games, Creative, Originality, Flexibility, Cognitive, Pukllanakuna, Rasiyayuq kay, Chiqapuni, Wixiwilidad, Kuqnitiwu