Zavaleta Diaz, Maritza ArcelisZavaleta Diaz, Maritza ArcelisCulqui Vega, MarizolJulca Carrasco, Angelita Victoria2024-06-122025-02-272024-06-122025-02-272024-05-24https://repositorio.escuelageneralisimo.edu.pe/handle/20.500.14462/33The objective of this work is to determine the importance of feedback strategies in early childhood children, since it is vital for their integral development and educational training process, taking into account that the family is the main and essential agent for the child's teaching and learning process, managing to develop their autonomy and new skills that allow them to socialize. considering them first responsible for instilling the main values such as: Respect, love, affection, responsibility, affection, security and honesty, enhancing their selfesteem in a satisfactory way, generating opportunities for their development as a student and citizen. Identificar The level of participation of parents in the development of their learning activities at home to strengthen the family bond, achieving a successful job and for the same purpose, forging foundations that will build the personality of the child, however, we must not forget that education is a bond in which 3 important agents participate: Teacher, child and parents. On the other hand, education is strengthened when the family is permanently involved, committed and contributes to educational activities, causing a positive impact on the satisfactory academic performance of children, guaranteeing optimal results in their teaching and learning process.INDICE DEDICATORIA....................................................................................................................... 5 AGRADECIMIENTO.............................................................................................................. 6 RESUMEN............................................................................................................................... 7 ABSTRAC................................................................................................................................ 8 I. Introducción y contexto del tema ....................................................................................... 11 I.1. Introducción.................................................................................................................. 11 I.2 Contexto del tema.......................................................................................................... 11 II. Pregunta y objetivos......................................................................................................... 13 II.1. Pregunta general.......................................................................................................... 13 II.1.1. Preguntas especificas............................................................................................... 13 II.2. Objetivo general:......................................................................................................... 13 II.2.1. Objetivos específicos:.............................................................................................. 13 III. Marco referencial............................................................................................................. 14 III.1 Marco contextual ........................................................................................................ 14 III.2. Antecedentes............................................................................................................. 16 III.2.1. Internacional........................................................................................................... 16 III.2.2. Nacional.................................................................................................................. 17 III.3. Marco teórico conceptual........................................................................................... 19 III.3.1. La retroalimentación efectiva ................................................................................. 19 III.3.2. Estrategias para la retroalimentación...................................................................... 20 III.3.3. Retroalimentación sobre la tarea específica: .......................................................... 20 III.3.4. Retroalimentación sobre el procesamiento de la tarea ........................................... 21 III. 3.5 Nivel de Retroalimentación sobre la Autogestión:................................................. 21 III.3.6 Evaluación Personalizada ........................................................................................ 21 III.3.7 Efectos de la retroalimentación ............................................................................... 22 IV. Metodología y plan de análisis......................................................................................... 23 IV.1. Metodología............................................................................................................... 23 IV.2. Plan de análisis.......................................................................................................... 23 V. Resultados........................................................................................................................ 24 VI. Conclusiones ................................................................................................................... 28 VII. Recomendaciones .......................................................................................................... 30 VIII. Referencias .................................................................................................................... 31 IX. Anexos.............................................................................................................................. 34application/pdfspainfo:eu-repo/semantics/openAccessEstrategias metodológicas de áreas curriculares y desarrollo de innovaciones educativasinfo:eu-repo/semantics/bachelorThesishttps://purl.org/pe-repo/ocde/ford#6.05.01