Revista Científica Arbitrada de Investigación en Comunicación, Marketing y Empresa
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Sinergias cognitivas en bachillerato, articulación del pensamiento lógico-crítico desde lengua y literatura y ciencias naturales
Get PDFDOI: https://doi.org/10.46296/rc.v8i16.0348
ABSTRACT
Logical–critical thinking constitutes an essential competence for academic performance and the transition to higher education. However, its development remains limited when addressed from isolated disciplinary approaches. This study examines the interaction between logical reasoning processes and the critical skills that emerge within the areas of Language and Literature and Natural Sciences, under an interdisciplinary approach aimed at strengthening higher-order cognitive learning in third-year high school students. A quantitative correlational design was applied in two educational institutions in Riobamba—the Miguel Ángel León Pontón Educational Unit and the Riobamba Educational Unit—with a population of 268 students during the 2025–2026 academic period. A structured questionnaire, validated through expert judgment and with a Cronbach’s Alpha reliability coefficient of .89, was used. Statistical analysis was conducted using correlation techniques and descriptive statistics. Significant relationships were identified among reading comprehension, scientific interpretation, sequential reasoning, and critical argumentation. The data demonstrate that methodological articulation between both areas contributes to a more robust development of logical–critical thinking, enhancing the capacity for analysis, evaluation of evidence, and problem-solving. Consequently, interdisciplinary integration between Language and Literature and Natural Sciences has a positive effect on the activation of higher-order cognitive skills. Thus, the study provides a theoretical–practical framework for the design of interdisciplinary pedagogical proposals that can be replicated in Ecuadorian high school education, aimed at improving academic performance and critical thinking.
Keywords: Logical–critical thinking, Interdisciplinarity, Reading comprehension.DOI: https://doi.org/10.46296/rc.v8i16.0348
RESUMEN
El pensamiento lógico-crítico constituye una competencia esencial para el desempeño académico y la transición hacia la educación superior. Sin embargo, su desarrollo continúa siendo limitado cuando se aborda desde enfoques disciplinares aislados. Este estudio analiza la interacción entre los procesos de razonamiento lógico y las habilidades críticas que emergen en las áreas de Lengua y Literatura y Ciencias Naturales, bajo un enfoque interdisciplinario orientado a fortalecer el aprendizaje cognitivo superior en estudiantes de tercero de bachillerato. Se aplicó un diseño cuantitativo correlacional en dos instituciones educativas de Riobamba, la Unidad Educativa Miguel Ángel León Pontón y la Unidad Educativa Riobamba con una población de 268 estudiantes durante el periodo 2025–2026. Se utilizó un cuestionario estructurado validado mediante juicio de expertos y con una confiabilidad Alfa de Cronbach de .89. El análisis estadístico se realizó mediante técnicas de correlación y estadística descriptiva. Se identificaron relaciones significativas entre comprensión lectora, interpretación científica, razonamiento secuencial y argumentación crítica. Los datos evidencian que la articulación metodológica entre ambas áreas contribuye a un desarrollo más robusto del pensamiento lógico-crítico, potenciando la capacidad de análisis, evaluación de evidencia y resolución de problemas. Por lo consiguiente, la integración interdisciplinaria entre Lengua y Literatura y Ciencias Naturales incide positivamente en la activación de habilidades cognitivas superiores. De esta manera, el estudio aporta un marco teórico-práctico para el diseño de propuestas pedagógicas interdisciplinarias replicables en el bachillerato ecuatoriano, orientadas a mejorar el desempeño académico y el pensamiento crítico.
Palabras claves: Pensamiento lógico-crítico, Interdisciplinariedad, Comprensión lectora.
ABSTRACT
Logical–critical thinking constitutes an essential competence for academic performance and the transition to higher education. However, its development remains limited when addressed from isolated disciplinary approaches. This study examines the interaction between logical reasoning processes and the critical skills that emerge within the areas of Language and Literature and Natural Sciences, under an interdisciplinary approach aimed at strengthening higher-order cognitive learning in third-year high school students. A quantitative correlational design was applied in two educational institutions in Riobamba—the Miguel Ángel León Pontón Educational Unit and the Riobamba Educational Unit—with a population of 268 students during the 2025–2026 academic period. A structured questionnaire, validated through expert judgment and with a Cronbach’s Alpha reliability coefficient of .89, was used. Statistical analysis was conducted using correlation techniques and descriptive statistics. Significant relationships were identified among reading comprehension, scientific interpretation, sequential reasoning, and critical argumentation. The data demonstrate that methodological articulation between both areas contributes to a more robust development of logical–critical thinking, enhancing the capacity for analysis, evaluation of evidence, and problem-solving. Consequently, interdisciplinary integration between Language and Literature and Natural Sciences has a positive effect on the activation of higher-order cognitive skills. Thus, the study provides a theoretical–practical framework for the design of interdisciplinary pedagogical proposals that can be replicated in Ecuadorian high school education, aimed at improving academic performance and critical thinking.
Keywords: Logical–critical thinking, Interdisciplinarity, Reading comprehension.
Información del manuscrito:Fecha de recepción: 12 de julio de 2025.Fecha de aceptación: 15 de septiembre de 2025.Fecha de publicación: 27 de octubre de 2025
Implementación de proyectos en la enseñanza de las matemáticas en estudiantes
Get PDFDOI: https://doi.org/10.46296/rc.v8i15.0311
Project-based learning challenges students to answer or solve real problems in an authentic and meaningful way. Authenticity is key to ensuring that students engage with the project. Projects allow students to approach the curriculum with meaning and meaning. Democracy is exercised because teaching is understood as dialogue. The projects allow teachers to promote the skills development of students and their own professional training. The implementation of projects consists of solving a real problem through the process of modeling a situation that involves field research, so that students can associate mathematical concepts and processes with other areas of knowledge. It is a student-centered method that encourages critical thinking, problem solving, collaboration and creativity. Involves students working on a project for an extended period that involves them solving a real-world problem or answering a complex question The application of this research is: Promote creativity, individual responsibility, collaborative work, critical capacity, decision making, efficiency and the ease of expressing personal opinions. That students experience the ways of interacting that today's world demands.
Keywords: Mathematics, implementation, project, teaching, students.DOI: https://doi.org/10.46296/rc.v8i15.0311
Resumen
El aprendizaje basado en proyectos desafía a los estudiantes a responder o resolver problemas reales de una manera auténtica y significativa. La autenticidad es clave para garantizar que los estudiantes se involucren en el proyecto. Los proyectos permiten que los estudiantes se acerquen al currículo con sentido y significado. Se ejerce la democracia porque se entiende la enseñanza como diálogo. Los proyectos permiten que los docentes promuevan el desarrollo competencial del alumnado y su propia capacitación profesional. La implementación de proyectos consiste en resolver un problema real a través del proceso de modelizar una situación que involucre una investigación en terreno, a fin de que los estudiantes puedan asociar los conceptos y procesos matemáticos con otras áreas del saber. Es un método centrado en el estudiante que fomenta el pensamiento crítico, la resolución de problemas, la colaboración y la creatividad. Implica que los estudiantes trabajen en un proyecto durante un período prolongado que los involucra en la solución de un problema del mundo real o en la respuesta a una pregunta compleja. La aplicación de la presente investigación es: Fomentar la creatividad, la responsabilidad individual, el trabajo colaborativo, la capacidad crítica, la toma de decisiones, la eficiencia y la facilidad de expresar sus opiniones personales. Que los estudiantes experimenten las formas de interactuar que el mundo actual demanda.
Palabras claves: Matemáticas, implementación, proyecto, enseñanza, estudiantes.
ABSTRACT
Project-based learning challenges students to answer or solve real problems in an authentic and meaningful way. Authenticity is key to ensuring that students engage with the project. Projects allow students to approach the curriculum with meaning and meaning. Democracy is exercised because teaching is understood as dialogue. The projects allow teachers to promote the skills development of students and their own professional training. The implementation of projects consists of solving a real problem through the process of modeling a situation that involves field research, so that students can associate mathematical concepts and processes with other areas of knowledge. It is a student-centered method that encourages critical thinking, problem solving, collaboration and creativity. Involves students working on a project for an extended period that involves them solving a real-world problem or answering a complex question The application of this research is: Promote creativity, individual responsibility, collaborative work, critical capacity, decision making, efficiency and the ease of expressing personal opinions. That students experience the ways of interacting that today's world demands.
Keywords: Mathematics, implementation, project, teaching, students.
Información del manuscrito:Fecha de recepción: 02 de octubre de 2024.Fecha de aceptación: 03 de diciembre de 2024.Fecha de publicación: 10 de enero de 2025
Implementación del Aprendizaje Basado en Problemas aplicando transformación de funciones usando GeoGebra 6.0, en estudiantes de una Institución Educativa
Get PDFDOI: https://doi.org/10.46296/rc.v8i15.0312
Mathematics education is fundamental for the cognitive development and comprehensive training of students. Secondary school students have difficulties understanding and applying function transformations in their school life, hindering their academic performance and interest in mathematical learning. The objective of the study focused on developing effective methodological strategies that allow understanding the characteristics, properties and axioms of the transformations of functions in the Educational Institution. The work methodology has a mixed approach because the interview was applied to the Coordinator of the Science Area and the survey instrument was applied to 43 students, applying non-probabilistic sampling, the study is descriptive and correlational. The results indicated that the instrument applied had a significance of p<0000, a Pretest was applied where the average 67% of the students had basic knowledge of Function Transformations, after applying the Posttest this score was improved with an average of 91% of understanding and learning of the topic to be discussed. The study concludes that after applying the PBL methodology, the students showed improvement in their development and learning of Transformation of Functions and they reached scores greater than 700 points in the SEST pilot test that was taken in the Educational Unit, with this to know that the methodology applied using the Geogebra Software was effective for teaching and learning in students.
Keywords: Transformation of Functions, Problem-Based Learning, Linear Correlation, Educational Strategies, Cognitive Development.DOI: https://doi.org/10.46296/rc.v8i15.0312
Resumen
La educación matemática es fundamental para el desarrollo cognitivo y formación integral de los estudiantes. Los estudiantes de secundaria presentan dificultades para comprender y aplicar las transformaciones de funciones en su vida escolar, dificultando su rendimiento académico e interés por el aprendizaje matemático, según los Resultados de la Evaluación SEST, el 75% de Instituciones Educaivas del Ecuador, no alcanzaron el puntaje mínimo (700 puntos) en matemática. El objetivo del estudio se enfocó en desarrollar estrategias metodológicas efectiva que permita comprender las características, propiedades y axiomas de las transformaciones de funciones en la Institución Educativa. La metodología de trabajo tiene un enfoque mixto porque se aplicó la entrevista al Coordinador del Área de Ciencias y se aplicó el instrumento de la encuesta a 43 estudiantes, aplicando un muestreo no probabilístico, el estudio es de tipo descriptivo y correlacional. Los resultados indicaron que el instrumento aplicado tuvo una significancia de p<0000, se aplicó un Pretest donde el 67% promedio de los estudiantes tenían conocimientos básicos de las Transformaciones de Funciones, luego de aplicar el Postest se mejoró esta puntuación con 91% promedio de comprensión y aprendizaje del tema a tratar. El estudio concluye que luego de aplicar la metodología ABP, los estudiantes mostraron mejoría en su desarrollo y aprendizaje de Transformación de Funciones y estos alcanzaron puntuaciones superiores a 700 puntos en la Prueba piloto SEST que se tomó en la Unidad Educativa, con esto se da a conocer que la metodología aplicada utilizando el Software Geogebra fue efectiva para la enseñanza y aprendizaje en los estudiantes.
Palabras claves: Transformación de Funciones, Aprendizaje Basado en Problemas, Correlación Lineal, Estrategias Educativas, Desarrollo Cognitivo.
ABSTRACT
Mathematics education is fundamental for the cognitive development and comprehensive training of students. Secondary school students have difficulties understanding and applying function transformations in their school life, hindering their academic performance and interest in mathematical learning. The objective of the study focused on developing effective methodological strategies that allow understanding the characteristics, properties and axioms of the transformations of functions in the Educational Institution. The work methodology has a mixed approach because the interview was applied to the Coordinator of the Science Area and the survey instrument was applied to 43 students, applying non-probabilistic sampling, the study is descriptive and correlational. The results indicated that the instrument applied had a significance of p<0000, a Pretest was applied where the average 67% of the students had basic knowledge of Function Transformations, after applying the Posttest this score was improved with an average of 91% of understanding and learning of the topic to be discussed. The study concludes that after applying the PBL methodology, the students showed improvement in their development and learning of Transformation of Functions and they reached scores greater than 700 points in the SEST pilot test that was taken in the Educational Unit, with this to know that the methodology applied using the Geogebra Software was effective for teaching and learning in students.
Keywords: Transformation of Functions, Problem-Based Learning, Linear Correlation, Educational Strategies, Cognitive Development.
Información del manuscrito:Fecha de recepción: 11 de octubre de 2024.Fecha de aceptación: 23 de diciembre de 2024.Fecha de publicación: 10 de enero de 2025
Técnicas grafoplásticas para el desarrollo de la pinza digital en niños de educación inicial
Get PDFDOI: https://doi.org/10.46296/rc.v8i15.0322
At the early education stage, children need to strengthen fine motor skills, such as the digital pincer, which involves the use of the thumb and index finger to grasp small objects, which is essential in the acquisition of writing skills to hold the pencil. In view of its importance, the objective was to analyze how graphoplastic techniques can contribute to the development of this fine motor skill. The methodological approach used was eminently qualitative, it was situated as a bibliographic type of research that consisted in the search, selection and analysis of information in secondary sources, mainly from scientific articles, through which the effectiveness of different graphoplastic techniques in children aged 3 to 5 years was investigated, and particularly on the way of implementation during the classes to promote the digital pincer, emphasizing the individual needs of each student. As a result, it was evidenced that graphoplastic techniques offer a series of activities such as cutting, scratching, punching, braiding, modeling, among others, which involve the practice of the relevant movement, whose effectiveness is really significant in the visual-motor coordination and digital precision, aspects that are determinant in the learning of writing.
Keywords: Graphological techniques, digital tweezers, fine motor development.DOI: https://doi.org/10.46296/rc.v8i15.0322
RESUMEN
En la etapa de educación inicial los niños, necesitan fortalecer habilidades de motricidad fina, como la pinza digital, que contempla el uso del dedo pulgar e índice para tomar objetos de tamaño reducido, resultando indispensable en la adquisición de la competencia de la escritura para sujetar el lápiz. En función de su trascendencia se planteó por objetivo analizar de qué manera las técnicas grafoplásticas pueden contribuir al desarrollo de esta habilidad motora fina. El enfoque metodológico manejado fue eminentemente cualitativo, se situó como una investigación de tipo bibliográfico que consistió en la búsqueda, selección y análisis de información en fuentes secundarias, principalmente proveniente de artículos científicos, a través de los cuales se indagó sobre la efectividad de diferentes técnicas grafoplásticas en menores con edades de 3 a 5 años, y particularmente sobre la forma de implementación durante las clases para fomentar la pinza digital, haciendo énfasis en las necesidades individuales de cada educando. Como resultado se evidenció que las técnicas grafoplásticas ofrecen una serie de actividades como el trozado, razgado, punzado, trenzado, modelado, entre otras, que implican la práctica del movimiento pertinente, cuya efectividad es realmente significativa en la coordinación visomotora y la precisión digital, aspectos que son determinantes en el aprendizaje de la escritura.
Palabras claves: Técnicas grafológicas, pinza digital, desarrollo motor fino.
ABSTRACT
At the early education stage, children need to strengthen fine motor skills, such as the digital pincer, which involves the use of the thumb and index finger to grasp small objects, which is essential in the acquisition of writing skills to hold the pencil. In view of its importance, the objective was to analyze how graphoplastic techniques can contribute to the development of this fine motor skill. The methodological approach used was eminently qualitative, it was situated as a bibliographic type of research that consisted in the search, selection and analysis of information in secondary sources, mainly from scientific articles, through which the effectiveness of different graphoplastic techniques in children aged 3 to 5 years was investigated, and particularly on the way of implementation during the classes to promote the digital pincer, emphasizing the individual needs of each student. As a result, it was evidenced that graphoplastic techniques offer a series of activities such as cutting, scratching, punching, braiding, modeling, among others, which involve the practice of the relevant movement, whose effectiveness is really significant in the visual-motor coordination and digital precision, aspects that are determinant in the learning of writing.
Keywords: Graphological techniques, digital tweezers, fine motor development.
Información del manuscrito:Fecha de recepción: 21 de octubre de 2024.Fecha de aceptación: 27 de diciembre de 2024.Fecha de publicación: 10 de enero de 2025
Estrategias efectivas para potenciar el desarrollo progresivo del lenguaje en niños de 3 años
Get PDFDOI: https://doi.org/10.46296/rc.v8i15.0346
Children experience significant advances in their ability to communicate concepts, emotions, and needs at this age. The goal of this research is to identify and implement effective methods to foster language development, enhance communication skills, and promote holistic development. Since the quantity and quality of words that children hear are essential for their language acquisition, a key strategy is constant verbal interaction between adults and children. Shared reading, storytelling, and daily conversations enrich vocabulary and comprehension. Music and rhymes encourage the memorization and retention of words, while visual and technological materials capture their attention and reinforce language learning. The research also emphasizes the importance of adapting these strategies to the characteristics of each child, taking into account their unique developmental pace. Finally, it is essential for parents and educators to work together to create a stable environment that supports children's language development. These techniques enable continuous and motivating learning, improving both linguistic and emotional and social development.
Keywords: Development, Strategies, Language, Children, Progressive.DOI: https://doi.org/10.46296/rc.v8i15.0346
RESUMEN
Los niños experimentan avances significativos en la capacidad de comunicar conceptos, emociones y necesidades a esta edad. El objetivo de esta investigación es encontrar y implementar métodos efectivos para fomentar el desarrollo del lenguaje, mejorar las habilidades de comunicación y promover el desarrollo integral. Dado que la cantidad y calidad de palabras que escuchan los niños son esenciales para su adquisición del lenguaje, una estrategia clave es la interacción verbal constante entre adultos y niños. La lectura compartida, la narración de cuentos y las conversaciones diarias enriquecen el vocabulario y la comprensión. La música y las rimas fomentan la memorización y retención de palabras, mientras que los materiales visuales y tecnológicos captan su atención y refuerzan el aprendizaje lingüístico. La investigación también enfatiza la importancia de adaptar estas estrategias a las características de cada niño, teniendo en cuenta su ritmo de desarrollo único. Finalmente, es fundamental que los padres y los educadores trabajen juntos para crear un entorno estable que apoye el desarrollo lingüístico de los niños. Estas técnicas permiten un aprendizaje constante y motivador que mejora tanto el desarrollo lingüístico como el desarrollo emocional y social.
Palabras claves: Desarrollo, Estrategias, Lenguaje, Niños, Progresivo.
ABSTRACT
Children experience significant advances in their ability to communicate concepts, emotions, and needs at this age. The goal of this research is to identify and implement effective methods to foster language development, enhance communication skills, and promote holistic development. Since the quantity and quality of words that children hear are essential for their language acquisition, a key strategy is constant verbal interaction between adults and children. Shared reading, storytelling, and daily conversations enrich vocabulary and comprehension. Music and rhymes encourage the memorization and retention of words, while visual and technological materials capture their attention and reinforce language learning. The research also emphasizes the importance of adapting these strategies to the characteristics of each child, taking into account their unique developmental pace. Finally, it is essential for parents and educators to work together to create a stable environment that supports children's language development. These techniques enable continuous and motivating learning, improving both linguistic and emotional and social development.
Keywords: Development, Strategies, Language, Children, Progressive.
Información del manuscrito:Fecha de recepción: 06 de enero de 2025.Fecha de aceptación: 13 de marzo de 2025.Fecha de publicación: 10 de abril de 2025
Impacto de la sobreprotección parental en la autonomía de los niños y niñas
Get PDFDOI: https://doi.org/10.46296/rc.v8i15.0347
During the last decades, parental overprotection has become a topic of growing interest in the educational and psychological field. Parents, with the intention of preventing their children from facing dangers or failures, exert excessive control over their activities and decisions. Although these actions are motivated by love and the desire to protect, in many cases they limit the development of essential skills for children's independence and autonomy. This phenomenon has generated concern among teachers, who observe that overprotected children have greater difficulties in facing daily challenges and solving problems on their own. The impact of overprotection is not limited to the development of practical skills, but also affects children's emotional health. Bautista (2012) points out that both authoritarian and permissive parenting styles can restrict the development of autonomy, affecting cognitive, moral, emotional and socio-affective growth. In addition, these children tend to have less confidence in their abilities, which makes it difficult for them to make decisions autonomously. As a result, their self-esteem is impaired and their ability to relate to their environment and establish healthy social bonds is impaired. As Meléndez-García et al. (2024) and Álvarez et al. (2024) indicate, overprotection can hinder the development of social skills, autonomy and emotional intelligence in preschool children. Likewise, overprotection negatively impacts academic progress and the ability to form healthy social relationships. Acosta Rojas (2023) found a correlation between overprotection and aggressive behaviors in children, while emotional intelligence correlates negatively with such behaviors. To address these problems, it is recommended to implement educational strategies and parental support programs that promote balanced parenting and improve the overall development of children (Alvarez et al., 2024; Morocho-Alvarado and Cuadrado-Vaca, 2023). Although the intention of overprotective parents is to care for their children, this approach can be counterproductive to the development of child autonomy. Fostering independence and allowing children to face and overcome challenges is crucial for their overall growth and emotional well-being. Parents and educators must work together to balance protection and promotion of autonomy, ensuring that children develop the skills necessary to become independent and self-confident individuals.
Keywords: Autonomy, Emotional development, Social skills, independent, overprotection, emotional development.DOI: https://doi.org/10.46296/rc.v8i15.0347
RESUMEN
Durante las últimas décadas, la sobreprotección parental se ha convertido en un tema de creciente, interés en el ámbito educativo y psicológico. Los padres, con la intención de evitar que sus hijos enfrenten peligros o fracasos, ejercen un control excesivo sobre sus actividades y decisiones. Aunque estas acciones están motivadas por el amor y el deseo de proteger, en muchos casos limitan el desarrollo de habilidades esenciales para la independencia y la autonomía de los niños/as. Este fenómeno ha generado preocupación entre los maestros, quienes observan que los menores sobreprotegidos presentan mayores dificultades para enfrentar desafíos cotidianos y resolver problemas por sí mismos. El impacto de la sobreprotección no se limita al desarrollo de habilidades prácticas, sino que también afecta la salud emocional de los niños/as. Bautista (2012) señala que tanto los estilos de crianza autoritarios como los permisivos pueden restringir el desarrollo de la autonomía, afectando el crecimiento cognitivo, moral, emocional y socioafectivo. Además, estos niños/as suelen tener menos confianza en sus capacidades, lo que les dificulta tomar decisiones de manera autónoma. Como resultado, su autoestima se ve perjudicada y su capacidad para relacionarse con su entorno y establecer vínculos sociales saludables. Como Meléndez-García et al. (2024) y Álvarez et al. (2024), indican que la protección excesiva puede obstaculizar el desarrollo de habilidades sociales, autonomía e inteligencia emocional en niños/as en edad preescolar. Asimismo, la sobreprotección impacta negativamente en el progreso académico y en la capacidad para formar relaciones sociales saludables. Acosta Rojas (2023) encontró una correlación entre la sobreprotección y conductas agresivas en los niños, mientras que la inteligencia emocional se correlaciona negativamente con dichas conductas. Para abordar estos problemas, se recomienda implementar estrategias educativas y programas de apoyo parental que promuevan una crianza equilibrada y mejoren el desarrollo general de los niños (Álvarez et al., 2024; Morocho-Alvarado y Cuadrado-Vaca, 2023). Aunque la intención de los padres sobreprotectores es cuidar a sus hijos/as, este enfoque puede ser contraproducente para el desarrollo de la autonomía infantil. Fomentar la independencia y permitir que los niños/as enfrenten y superen desafíos es crucial para su crecimiento integral y bienestar emocional. Los padres y educadores deben trabajar en conjunto para equilibrar la protección y la promoción de la autonomía, asegurando que los niños desarrollen las habilidades necesarias para convertirse en individuos independientes y seguros de sí mismos.
Palabras claves: Autonomía, Desarrollo emocional, Habilidades sociales, independientes, sobreprotección.
ABSTRACT
During the last decades, parental overprotection has become a topic of growing interest in the educational and psychological field. Parents, with the intention of preventing their children from facing dangers or failures, exert excessive control over their activities and decisions. Although these actions are motivated by love and the desire to protect, in many cases they limit the development of essential skills for children's independence and autonomy. This phenomenon has generated concern among teachers, who observe that overprotected children have greater difficulties in facing daily challenges and solving problems on their own. The impact of overprotection is not limited to the development of practical skills, but also affects children's emotional health. Bautista (2012) points out that both authoritarian and permissive parenting styles can restrict the development of autonomy, affecting cognitive, moral, emotional and socio-affective growth. In addition, these children tend to have less confidence in their abilities, which makes it difficult for them to make decisions autonomously. As a result, their self-esteem is impaired and their ability to relate to their environment and establish healthy social bonds is impaired. As Meléndez-García et al. (2024) and Álvarez et al. (2024) indicate, overprotection can hinder the development of social skills, autonomy and emotional intelligence in preschool children. Likewise, overprotection negatively impacts academic progress and the ability to form healthy social relationships. Acosta Rojas (2023) found a correlation between overprotection and aggressive behaviors in children, while emotional intelligence correlates negatively with such behaviors. To address these problems, it is recommended to implement educational strategies and parental support programs that promote balanced parenting and improve the overall development of children (Alvarez et al., 2024; Morocho-Alvarado and Cuadrado-Vaca, 2023). Although the intention of overprotective parents is to care for their children, this approach can be counterproductive to the development of child autonomy. Fostering independence and allowing children to face and overcome challenges is crucial for their overall growth and emotional well-being. Parents and educators must work together to balance protection and promotion of autonomy, ensuring that children develop the skills necessary to become independent and self-confident individuals.
Keywords: Autonomy, Emotional development, Social skills, independent, overprotection, emotional development.
Información del manuscrito:Fecha de recepción: 06 de enero de 2025.Fecha de aceptación: 13 de marzo de 2025.Fecha de publicación: 10 de abril de 2025
Riesgos emergentes y coberturas especializadas en el mercado asegurador ecuatoriano: Perspectivas post-pandemia
Get PDFDOI: https://doi.org/10.46296/rc.v8i15.0313
The present article addresses emerging risks and specialized coverage in the Ecuadorian insurance market in the post-pandemic context. The COVID-19 pandemic brought about a landscape of uncertainty and transformations that have reshaped the priorities of the insurance sector, driving the creation of new products and strategies tailored to the changing needs of consumers. Using a qualitative documentary methodology, various academic sources, sector reports, and relevant data were analyzed to identify current trends and challenges faced by insurers in Ecuador. The results highlight the importance of innovation, digitalization, and risk management in responding to the new dynamics of the market. Finally, recommendations are proposed to strengthen the capacity of the Ecuadorian insurance sector against emerging risks (Hernández-Sampieri et al., 2014; OECD, 2021; Rodríguez & Romero, 2023). It was concluded that the Ecuadorian insurance market faces challenges, but it must innovate and adapt to emerging risks such as climate change and cybersecurity. Collaboration and financial education are key to strengthening the sector.
Keywords: transformation, products, digitalization, challenges.DOI: https://doi.org/10.46296/rc.v8i15.0313
Resumen
El presente artículo aborda los riesgos emergentes y las coberturas especializadas en el mercado asegurador ecuatoriano en el contexto post-pandemia. La pandemia de COVID-19 trajo consigo un panorama de incertidumbre y transformaciones que han redefinido las prioridades del sector asegurador, impulsando la creación de nuevos productos y estrategias adaptadas a las necesidades cambiantes de los consumidores. A través de una metodología cualitativa de tipo documental, se analizaron diversas fuentes académicas, informes del sector y datos relevantes para identificar las tendencias actuales y los desafíos que enfrentan las aseguradoras en Ecuador. Los resultados destacan la importancia de la innovación, la digitalización y la gestión de riesgos para responder a las nuevas dinámicas del mercado. Finalmente, se proponen recomendaciones para fortalecer la capacidad del sector asegurador ecuatoriano frente a los riesgos emergentes (Hernández-Sampieri et al., 2014; OCDE, 2021; Rodríguez & Romero, 2023). Se concluyó que el mercado asegurador ecuatoriano enfrenta desafíos, pero debe innovar y adaptarse a riesgos emergentes como el cambio climático y la ciberseguridad. La colaboración y la educación financiera son clave para fortalecer el sector.
Palabras claves: Aseguradoras, transformación, productos, digitalización, desafíos.
ABSTRACT
The present article addresses emerging risks and specialized coverage in the Ecuadorian insurance market in the post-pandemic context. The COVID-19 pandemic brought about a landscape of uncertainty and transformations that have reshaped the priorities of the insurance sector, driving the creation of new products and strategies tailored to the changing needs of consumers. Using a qualitative documentary methodology, various academic sources, sector reports, and relevant data were analyzed to identify current trends and challenges faced by insurers in Ecuador. The results highlight the importance of innovation, digitalization, and risk management in responding to the new dynamics of the market. Finally, recommendations are proposed to strengthen the capacity of the Ecuadorian insurance sector against emerging risks (Hernández-Sampieri et al., 2014; OECD, 2021; Rodríguez & Romero, 2023). It was concluded that the Ecuadorian insurance market faces challenges, but it must innovate and adapt to emerging risks such as climate change and cybersecurity. Collaboration and financial education are key to strengthening the sector.
Keywords: transformation, products, digitalization, challenges.
Información del manuscrito:Fecha de recepción: 11 de octubre de 2024.Fecha de aceptación: 23 de diciembre de 2024.Fecha de publicación: 10 de enero de 2025
Propuesta de intervención psicopedagógica para abordar la dislexia en una estudiante de educación primaria
Get PDFDOI: https://doi.org/10.46296/rc.v8i16.0380
ABSTRACT
This research aims to develop a psychopedagogical intervention proposal for a 10-year-old student in the sixth grade of primary education who has dyslexia. To achieve this objective, an exhaustive review of academic literature on dyslexia is conducted, providing a deep understanding of its individual and social effects and impacts. Dyslexia is a neurological disorder that affects language processing in the brain, presenting symptoms that facilitate its diagnosis and treatment. In addition to providing detailed information about dyslexia, this work aims to serve as a practical guide for professionals in the educational and psychopedagogical fields. The intervention proposal is based on effective strategies designed from a thorough review of scientific literature in the field of psychopedagogy. The goal is to demonstrate that, through appropriate intervention, it is possible to offer timely solutions that contribute to improving both the self-esteem and academic performance of children facing this disorder. In summary, this study presents a comprehensive psychopedagogical intervention proposal to address dyslexia in primary school students. It is expected that this proposal will not only be a valuable tool for professionals in the field of education but also serve as a resource to improve the quality of life of children facing this challenge.
Keywords: Dyslexia, Psychopedagogical intervention, Specific learning disorder.DOI: https://doi.org/10.46296/rc.v8i16.0380
RESUMEN
Esta investigación tiene como objetivo desarrollar una propuesta de intervención psicopedagógica para una estudiante de 10 años que cursa el sexto grado de educación primaria y presenta dislexia. Para lograr este objetivo, se realiza una revisión exhaustiva de la literatura académica sobre dislexia, lo que permite comprender en profundidad sus efectos e impactos tanto individuales como sociales. La dislexia es un trastorno neurológico que afecta el procesamiento del lenguaje en el cerebro, presentando síntomas que facilitan su diagnóstico y tratamiento. Además, de proporcionar información detallada sobre la dislexia, este trabajo pretende servir como una guía práctica para profesionales del ámbito educativo y psicopedagógico. La propuesta de intervención se basa en estrategias efectivas, diseñadas a partir de la revisión de la literatura científica en el campo de la psicopedagogía. Se busca demostrar que, mediante una intervención adecuada, es posible ofrecer soluciones oportunas que contribuyan a mejorar tanto la autoestima como el rendimiento académico de los niños que enfrentan este trastorno. En resumen, este estudio presenta una propuesta integral de intervención psicopedagógica para abordar la dislexia en estudiantes de educación primaria. Se espera que esta propuesta no solo sea una herramienta valiosa para los profesionales en el campo de la educación, sino que también sirva como un recurso para mejorar la calidad de vida de los niños que enfrentan este desafío.
Palabras claves: Dislexia, intervención psicopedagógica, trastorno especifico de aprendizaje.
ABSTRACT
This research aims to develop a psychopedagogical intervention proposal for a 10-year-old student in the sixth grade of primary education who has dyslexia. To achieve this objective, an exhaustive review of academic literature on dyslexia is conducted, providing a deep understanding of its individual and social effects and impacts. Dyslexia is a neurological disorder that affects language processing in the brain, presenting symptoms that facilitate its diagnosis and treatment. In addition to providing detailed information about dyslexia, this work aims to serve as a practical guide for professionals in the educational and psychopedagogical fields. The intervention proposal is based on effective strategies designed from a thorough review of scientific literature in the field of psychopedagogy. The goal is to demonstrate that, through appropriate intervention, it is possible to offer timely solutions that contribute to improving both the self-esteem and academic performance of children facing this disorder. In summary, this study presents a comprehensive psychopedagogical intervention proposal to address dyslexia in primary school students. It is expected that this proposal will not only be a valuable tool for professionals in the field of education but also serve as a resource to improve the quality of life of children facing this challenge.
Keywords: Dyslexia, Psychopedagogical intervention, Specific learning disorder.
Información del manuscrito:Fecha de recepción: 11 de abril de 2025.Fecha de aceptación: 28 de junio de 2025.Fecha de publicación: 10 de julio de 2025
Beneficios de la educación financiera-contable-tributaria por medios virtuales y presenciales a emprendedores Zona 5. Caso CCGE-UG. Fase I
Get PDFDOI: https://doi.org/10.46296/rc.v8i16.0373
ABSTRACT
The objective of this research was to study the benefits of financial, accounting, and tax education through virtual and in-person means for entrepreneurs, demonstrating the benefits this brings to those belonging to Zone 5 of Ecuador. This research was based on a systematic analysis, with documentary and bibliographic support related to the topic of study. A descriptive analysis of the most relevant aspects was conducted, considering keywords for the selection of the documents analyzed. In conclusion, after analyzing the selected works, it is expressed that financial, accounting, and tax education positively impacts the education of society and also of the students responsible for said education, since the applied practice nourishes their knowledge, which can be transferred to society through agreements and direct links or with the support of private or public institutions. It is important to note that the benefits are palpable and that the support of virtual and in-person education is essential to generate knowledge and be able to solve problems and correct difficulties that each entrepreneur faces, both generally and specifically. These advisory services can help them create more sustainable businesses by leveraging the resources provided. This is why the CCGE-UG partnership is beneficial for entrepreneurs in Zone 5, who, like all businesses, have shortcomings, weaknesses, and a lack of knowledge regarding highly relevant aspects such as financial, accounting, and tax information. These aspects must be widely understood by entrepreneurs in order to fulfill their responsibilities and enforce their rights as taxpayers and as part of the country's economic development.
Keywords: linkage, university, society, entrepreneurship, benefits.DOI: https://doi.org/10.46296/rc.v8i16.0373
RESUMEN
El objetivo de esta investigación se basó en estudiar los beneficios de la Educación financiera contable y tributaria por medios virtuales y presenciales a los emprendedores, demostrando los beneficios que esto trae consigo para los que pertenecen a la Zona 5 de Ecuador. Esta investigación se basó en un análisis sistemático, con apoyo documental y bibliográfico referente al tema de estudio, se realizó un análisis descriptivo de los aspectos más relevantes considerando palabras clave para la selección de los documentos analizados. Como conclusión se expresa que posterior al análisis de los trabajos seleccionados, la educación financiera, contable y tributaria impacta positivamente en la formación de la sociedad y también de los estudiantes que se encargan de dicha formación, puesto que la práctica aplicada nutre sus conocimientos y estos pueden ser transferidos a la sociedad, a través de acuerdos y vinculaciones directas o con el apoyo de instituciones bien sea privadas o públicas. Es importante indicar que los beneficios son palpables y que el apoyo de la educación de forma virtual y presencial es fundamental para generar conocimientos y poder solucionar problemas y corregir dificultades que posea cada emprendedor de manera general o bien particular a cada uno de ellos. Estas asesorías brindadas pueden crear en ellos negocios más sostenibles aprovechando los recursos brindados. Es por ello que la vinculación CCGE-UG es beneficiosa para los emprendedores de la Zona 5 que como todos los emprendimientos poseen falencias, debilidades y falta de conocimientos en cuanto a aspectos de gran relevancia como lo es la información financiera, contable y tributaria, aspectos que deben ser ampliamente conocidos por los emprendedores para poder cumplir con sus responsabilidades y hacer cumplir sus derechos como contribuyentes y parte del desarrollo económico del país.
Palabras claves: vinculación, universidad, sociedad, emprendimiento, beneficios.
ABSTRACT
The objective of this research was to study the benefits of financial, accounting, and tax education through virtual and in-person means for entrepreneurs, demonstrating the benefits this brings to those belonging to Zone 5 of Ecuador. This research was based on a systematic analysis, with documentary and bibliographic support related to the topic of study. A descriptive analysis of the most relevant aspects was conducted, considering keywords for the selection of the documents analyzed. In conclusion, after analyzing the selected works, it is expressed that financial, accounting, and tax education positively impacts the education of society and also of the students responsible for said education, since the applied practice nourishes their knowledge, which can be transferred to society through agreements and direct links or with the support of private or public institutions. It is important to note that the benefits are palpable and that the support of virtual and in-person education is essential to generate knowledge and be able to solve problems and correct difficulties that each entrepreneur faces, both generally and specifically. These advisory services can help them create more sustainable businesses by leveraging the resources provided. This is why the CCGE-UG partnership is beneficial for entrepreneurs in Zone 5, who, like all businesses, have shortcomings, weaknesses, and a lack of knowledge regarding highly relevant aspects such as financial, accounting, and tax information. These aspects must be widely understood by entrepreneurs in order to fulfill their responsibilities and enforce their rights as taxpayers and as part of the country's economic development.
Keywords: linkage, university, society, entrepreneurship, benefits.
Información del manuscrito:Fecha de recepción: 11 de abril de 2025.Fecha de aceptación: 19 de junio de 2025.Fecha de publicación: 10 de julio de 2025
Gestión de talento humano como aporte en la selección del personal
Get PDFDOI: https://doi.org/10.46296/rc.v8i16.0389
DOI: https://doi.org/10.46296/rc.v8i16.0389
RESUMEN
La gestión de talento humano es fundamental en la selección de personal dentro de las organizaciones, ya que permite identificar y contratar a los candidatos más idóneos para cubrir las necesidades laborales. La investigación busca determinar la incidencia de la gestión de talento humano en la selección del personal de la Empresa Pública Mancomunada de Agua Potable y Saneamiento de Esmeraldas. El objetivo es analizar la gestión de talento humano y su aporte en la selección del personal para mejorar la calidad del servicio y la eficiencia de la organización. La investigación utilizará una metodología mixta, con enfoque cualitativo y cuantitativo, mediante entrevistas y encuestas a empleados y personal de talento humano en cual, es crucial para el éxito de las organizaciones, ya que permite atraer, desarrollar y retener a los mejores talentos, en este sentido, la investigación busca identificar las mejores prácticas en la gestión de talento humano y su impacto en la selección del personal. La investigación es importante porque busca mejorar la selección de personal en la empresa pública, lo que puede tener un impacto positivo en la calidad del servicio y la eficiencia de la organización. Al identificar y contratar a los candidatos más idóneos, la empresa puede mejorar su desempeño y alcanzar sus objetivos de manera más efectiva en la investigación contribuirá a mejorar la gestión de talento humano en la empresa y a fortalecer su capacidad para prestar servicios de alta calidad a la comunidad.
Palabras claves: Gestión de Talento Humano, Selección de Personal, Empresa Pública, Nómina, Contratación, Reclutamiento y Selección.
ABSTRACT
Human talent management is essential in the selection of personnel within organizations, since it allows the identification and hiring of the most suitable candidates to cover job needs. The research seeks to determine the incidence of human talent management in the selection of personnel at the Joint Public Company for Drinking Water and Sanitation of Esmeraldas. The objective is to analyze human talent management and its contribution to the selection of personnel to improve the quality of service and the efficiency of the organization. The research will use a mixed methodology, with a qualitative and quantitative approach, through interviews and surveys of employees and human talent personnel in which, it is crucial for the success of organizations, since it allows attracting, developing and retaining the best talents, in this sense, the research seeks to identify the best practices in human talent management and its impact on personnel selection. The research is important because it seeks to improve the selection of personnel in the public company, which can have a positive impact on the quality of service and the efficiency of the organization. By identifying and hiring the most suitable candidates, the company can improve its performance and achieve its objectives more effectively. Research will contribute to improving the company's human talent management and strengthening its ability to provide high-quality services to the community.
Keywords: Human Talent Management, Personnel Selection, Public Company, Payroll, Hiring, Recruitment and Selection.
Información del manuscrito:Fecha de recepción: 15 de abril de 2025.Fecha de aceptación: 28 de junio de 2025.Fecha de publicación: 10 de julio de 2025