Terapia recreativa para fomentar el bienestar emocional en los estudiantes de 3 años de la Institución Educativa N.° 277-8, Andahuaylas, 2024
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2026-05-26
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La investigación tuvo como objetivo emplear la risoterapia para desarrollar las emociones positivas en niños y niñas de 3 años. Para ello se empleó una metodología de tipo aplicada, nivel explicativo de un diseño preexperimental. En ello se emplearon los métodos de análisis, síntesis, inductiva, deductiva, hipotético-deductivo, experimental y el método estadístico. Se tuvo una población de 126 estudiantes y muestra de 26 estudiantes de 3 años. Para seleccionar la muestra se empleó el muestreo no probabilístico por conveniencia; para recoger los datos de la muestra se empleó la técnica de la observación y como instrumento la ficha de observación. Para procesar los datos recopilados se empleó la estadística e inferencial. Los resultados del estudio señalan que la risoterapia influye significativamente en el desarrollo de las emociones positivas en los estudiantes de 3 años, ya que la prueba de hipótesis arrojó un valor p= 0,000 < 0,05; con ello se afirma la validez de la hipótesis. Por ello se concluye de la risoterapia si promueve el desarrollo de las emociones positivas en niños de 3 años.
The research ‘Laughter therapy to promote positive emotions in 3 year old students of the Initial Educational Institution N°277-8 Andahuaylas, 2024’ had the objective of using laughter therapy to develop positive emotions in children and 3 year olds. For this purpose, an applied methodology was used, at the explanatory level of a pre-experimental design. The methods of analysis, synthesis, inductive, deductive, hypothetical-deductive, experimental and statistical methods were used. There was a population of 126 students and a sample of 26 students of 3 years of age. To select the sample, non-probabilistic convenience sampling was used; to collect the sample data, the observation technique was used and the observation form was used as an instrument. In order to process the data collected, statistics and inferential analysis were used. The results of the study indicate that laughter therapy has a significant influence on the development of positive emotions in 3-year-old students, since the hypothesis test showed a p-value of 0.000 < 0.05, thus affirming the validity of the hypothesis. Therefore, it is concluded that laughter therapy does promote the development of positive emotions.
Kay tesis, Risutirapya, imusion pusitiva kimsa watayuq warmakunapi puririchinapaq,yachay wasi 277-8 Andahuaylas, 2024”. Llankasqan karqa, risutirapya, imusion pusitiva kimsa watayuq warmakunapi puririchinapaq. Chay maskananpaqmi purirqa inhuki wantitatiwo ñannintakam, tipu awlikatiwo,niwil isplikatiwo, risiñu pri isplikatiwo nisqanwan matipasqa karqa. Kay tisispin llankarqaku 126 yachapakuqkunawan, 3, 4 hinallataq 5 watayuq warmakunapi, llankayñataqmi apakurqa 26 kimsa watayuq yarmakunapi. Paykuna akllanapaqñataqmi, mustryu nu pruwawilistiku nisqantakama akllasqa karqaku. Yachaykuna uqarinapqmi, qawakuywan llankasqa karqa, qawasqan qillqasqan qillqananpaqñataqmi, qawana wicha nisqanpi qillqarqa. Qillqasqan chaninchanapaqñataqmi istaristika wisqriptiwa, inwirinshalwan llankasqa karqa. Kay llankarmi tukupiyninpi qawachin, risutirapya, imusion pusitiva kimsa watayuq warmakunapi puririchiyqa allintan puririrun warmakunapi nispa. Chaymi qawakun P= p= 0,000 < 0,05. Chaywanmi nin, kusikuyqa,asumwakuyqa, allin kawsayqa,kuyakuyqa allintan puririn kimsa watayuq warmakunapiqa, asikuywanqa.
The research ‘Laughter therapy to promote positive emotions in 3 year old students of the Initial Educational Institution N°277-8 Andahuaylas, 2024’ had the objective of using laughter therapy to develop positive emotions in children and 3 year olds. For this purpose, an applied methodology was used, at the explanatory level of a pre-experimental design. The methods of analysis, synthesis, inductive, deductive, hypothetical-deductive, experimental and statistical methods were used. There was a population of 126 students and a sample of 26 students of 3 years of age. To select the sample, non-probabilistic convenience sampling was used; to collect the sample data, the observation technique was used and the observation form was used as an instrument. In order to process the data collected, statistics and inferential analysis were used. The results of the study indicate that laughter therapy has a significant influence on the development of positive emotions in 3-year-old students, since the hypothesis test showed a p-value of 0.000 < 0.05, thus affirming the validity of the hypothesis. Therefore, it is concluded that laughter therapy does promote the development of positive emotions.
Kay tesis, Risutirapya, imusion pusitiva kimsa watayuq warmakunapi puririchinapaq,yachay wasi 277-8 Andahuaylas, 2024”. Llankasqan karqa, risutirapya, imusion pusitiva kimsa watayuq warmakunapi puririchinapaq. Chay maskananpaqmi purirqa inhuki wantitatiwo ñannintakam, tipu awlikatiwo,niwil isplikatiwo, risiñu pri isplikatiwo nisqanwan matipasqa karqa. Kay tisispin llankarqaku 126 yachapakuqkunawan, 3, 4 hinallataq 5 watayuq warmakunapi, llankayñataqmi apakurqa 26 kimsa watayuq yarmakunapi. Paykuna akllanapaqñataqmi, mustryu nu pruwawilistiku nisqantakama akllasqa karqaku. Yachaykuna uqarinapqmi, qawakuywan llankasqa karqa, qawasqan qillqasqan qillqananpaqñataqmi, qawana wicha nisqanpi qillqarqa. Qillqasqan chaninchanapaqñataqmi istaristika wisqriptiwa, inwirinshalwan llankasqa karqa. Kay llankarmi tukupiyninpi qawachin, risutirapya, imusion pusitiva kimsa watayuq warmakunapi puririchiyqa allintan puririrun warmakunapi nispa. Chaymi qawakun P= p= 0,000 < 0,05. Chaywanmi nin, kusikuyqa,asumwakuyqa, allin kawsayqa,kuyakuyqa allintan puririn kimsa watayuq warmakunapiqa, asikuywanqa.
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Risoterapia, Emoción, Alegría, Curiosidad, Asombro, Conexión social, Afecto, Laughter therapy, Emotion, Joy, Curiosity, Amazement, Social connection, Affection, Risutirapya, Imusion, kuriusidad,asumru, allin kawsay, allin kawsay, kuyakuy