EDU - Educación Preescolar Bilingüe

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https://dspace-uh-tmp.igniteonline.la/handle/123456789/17

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Examinando EDU - Educación Preescolar Bilingüe por Autor "Arguedas Carballo, Yanory"

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    Ítem
    Impact of using the Starfall ABCs app in improving the identification of alphabet students between 4 to 5 years old of the interactive II A of the Saint Josephine Bilingual School in Grecia, Alajuela during the second semester 2025
    (Universidad Hispanoamericana, 2026) Obregón Palacios, Dayana; Herrera Araya, María José; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Educación Preescolar Bilingüe
    The present study aimed to analyze the impact of using Starfall ABC app on the development of phonological and phonics awareness in 4 to 5 years old children learning English as a foreign language. Phonological awareness, understood as the ability to recognize and manipulate the sounds of language, is a fundamental skill for the acquisition of early reading and writing, especially among English language learners. The study was grounded in theoretical approaches related to phonological and phonemic awareness, phonics instruction, and student-centered learning, highlighting the role of the teacher as a facilitator in the teaching-learning process and the use of educational technology as pedagogical support. Likewise, the importance of educational applications as tools that promote autonomous, interactive, and motivating learning in preschool education was considered.
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    Ítem
    Implementing ChatGPT-3.5 as a Pedagogical Tool to Improve EFL Students’ Fluency and Accuracy During Impromptu Speeches at Centro de Estudios de Idiomas Conversacionales (CEIC) during the Third Quarter 2023
    (Universidad Hispanoamericana, 2024) Campos Bermúdez, Jazmín; Arguedas Carballo, Yanory; Facultad de Educación; Vargas Vindas, Ariel Gustavo; Educación Preescolar Bilingüe
    This study explores the effectiveness of using ChatGPT-3.5 as a pedagogical tool to enhance the fluency and accuracy of EFL students during impromptu speeches. The methodology involves a qualitative approach, including a pre-test and a post-test checklist, a questionnaire, and a Likert scale. Results indicate significant improvements in students’ accuracy and overall speaking skills after four weeks of using ChatGPT-3.5. Vocabulary, grammar, and pronunciation were the skills that improved the most during the process. The findings suggest that ChatGPT-3.5 supports the Communicative Language Approach by providing students with a conversational partner for authentic practice and immediate, personalized feedback. Future research with a larger sample could offer deeper insights into the tool's effectiveness across different proficiency levels.
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    Ítem
    The implications of implementing the Play-Based learning Approach in enhancing the soft skills (social skills, problem solving, critical thinking, language development) among three- and four-year-old students attending Pre-K level at Amadita Primary School in Coronado, San José during the Second Semester 2023
    (Universidad Hispanoamericana, 2024) Rodríguez Campos, Victoria Cristina; Arguedas Carballo, Yanory; Facultad de Educación; Vargas Vindas, Ariel Gustavo; Educación Preescolar Bilingüe
    The main idea of this investigation is to determine if the Play Based Learning Method might help students enhance their soft skills (social skills, problem solving, critical thinking and language development), but also, to see the happiness and joy that play can bring the students during their learning process, helping them feel more comfortable and enjoying acquiring new concepts and sharing time with their peers. The Play Based Learning method has been used throughout the years, but nowadays is not so accepted because of the fact that society tend to think that play can´t produce any knowledge on daily basis, but nothing can be far from the truth; children actually learn, but they can also improve their social skills and their communication process, among some other benefits.
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    Ítem
    The Effectiveness of applying Play-Based Learning Approach Strategies to Enhance Pre-Writing Skills in Pre-K level at Saint Jude School, I Semester 2025
    (Universidad Hispanoamericana, 2025) Castro Carvajal, Amanda; Vargas Vindas, Ariel Gustavo; Facultad de Educación; Universidad Hispanoamericana; Arguedas Carballo, Yanory; Educación Preescolar Bilingüe
    This research aimed to determine the effectiveness of Play-Based Learning strategies in enhancing pre-writing skills among Pre-K students at Saint Jude School, Costa Rica, during the first quarter of 2025. The study employed a mixedmethods approach, combining pre- and post-assessments with anecdotal records and classroom observation. Five pre-writing indicators were assessed: pencil grasp, tracing accuracy, shape tracing, bilateral coordination, and fine motor play. The findings revealed a significant improvement in all indicators after the implementation of student-centered, hands-on activities rooted in the principles of Play-Based Learning. Notable progress was observed particularly in tracing accuracy and shape tracing. Additionally, qualitative data showed increased motivation, independence, and engagement among students. The proposal presented in Chapter VI suggests a practical, developmentally appropriate set of strategies that encourage exploration through play invitations and the intentional use of materials. Rooted in a variety of early childhood pedagogies, the study concludes that Play-Based Learning is a powerful and effective approach for fostering writing readiness in young learners.
  • No hay miniatura disponible
    Ítem
    The Effectiveness of Implementing Kinesthetic Strategies to Improve Phonological Awareness in Kindergarten Students During the Second Quarter of the Year 2024 at Saint Francis Collage, Alajuela
    (Universidad Hispanoamericana, 2024) Chinchilla Quirós, Kristhel; Arguedas Carballo, Yanory; Facultad de Educación; Herrera Araya, María José; Educación Preescolar Bilingüe
    The main objective of this research is to determine the effectiveness of kinesthetic strategies in enhancing phonological awareness among kindergarten students. Furthermore, this study demonstrates how these strategies are designed to integrate curricular objectives with the students' natural, active characteristics, thereby enriching their learning experience. By doing so, the strategies aim to enrich the learning experience, fostering greater enjoyment and engagement in the process. This approach ultimately facilitates significant learning and aids in the internalization of phonemes, enabling students to identify and produce them with greater ease and confidence.