Otálvaro, Ana MaríaBarón Pineda, Jorge Luis2023-02-112023-02-112023-02-10https://repositorio.unicordoba.edu.co/handle/ucordoba/7076This research is mainly based on the family and its permanent role in the stimulation given in the first years of life of boys and girls, focusing on it as the most important human group for the growth and integral realization of people and their communities. , is the nucleus of every society, which becomes a key and indispensable factor for infants, since they spend most of their time with it and their daily life revolves around the bonds established at home, where they are fostered. communication and relationships of infants, and directly adequate stimulation is immersed in this type of relationship, for this reason, it is necessary to take into account the functionality and repercussion of the family and the type of education and more than that, the training provided in it, to determine positive and negative factors that directly incur in the process of adequate stimulation of children in their early years years of life.1. DESCRIPCIÓN DEL PROBLEMA. .................................................................................................... 51.2 Delimitación: ............................................................................................................................. 62. JUSTIFICACIÓN............................................................................................................................. 83. OBJETIVOS ................................................................................................................................... 93.1 General: ..................................................................................................................................... 93.2 objetivos específicos: ................................................................................................................ 94. ESTADO DEL ARTE ..................................................................................................................... 104.1. Antecedentes internacionales: .............................................................................................. 104.2. Nacionales: ............................................................................................................................. 114.3. Locales: .............................................................................................................................. 135. MARCO TEÓRICO ....................................................................................................................... 146. MARCO CONCEPTUAL ............................................................................................................... 166.1. Estimulación adecuada: ......................................................................................................... 166.2. Desarrollo integral .................................................................................................................. 176.3. Rendimiento académico.................................................................................................... 186.4. Pautas de crianza ................................................................................................................... 196.5. Acompañamiento familiar y sus prácticas educativas ...................................................... 197. METODOLOGÍA DE INVESTIGACIÓN .......................................................................................... 207.1 Tipo de investigación ............................................................................................................... 207.2 POBLACIÓN: ............................................................................................................................ 237.3 MUESTRA:................................................................................................................................ 237.4 TÉCNICAS E INSTRUMENTOS DE RECOLECCIÓN DE INFORMACIÓN: ...................................... 247.5 ENFOQUE CUALITATIVO: ......................................................................................................... 258. RESULTADOS: ............................................................................................................................ 268.1. Discusión de los resultados: .................................................................................................. 288.2. Categorías de análisis: ............................................................................................................ 289. CONCLUSIONES ......................................................................................................................... 3610. REFERENCIAS BIBLIOGRÁFICAS ............................................................................................. 3911. ANEXOS ................................................................................................................................. 42FIGURA 1. CONTRASTE JEAN PIAGET Y VYGOTSKY……………………………………...15FIGURA 2. METODOLOGÍA DE INESVTIGACIÓN………………………………………….20FIGURA 3. TOMADO DE GOOGLE MAPS, UBICACIÓN CONTEXTO ESCOLAR……..21FIGURA 4. MATRIZ DE GATEGORIAS PARA ANALISIS…………………………………....28TENIENDO EN CUENTA QUE T.C TIEMPO COMPARTIDO, C.V CULTURA DE LA VIOLENCIA, F.F FRATERNIDAD FAMILIAR, R RECREACIÓN Y G.S GUÍA SANA. FIGURA 5. FUENTE DE ELABORACIÓN PROPIO…………………………………………………………………………………………………………………………………………34Piaget, J. E. A. N. (1980). Teoría del desarrollo cognitivo de Piaget. Creative Commons Attribution-Share Alike, 3, 1-13application/pdfspaCopyright Universidad de Córdoba, 2023Trabajo de grado - Pregradoinfo:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Estimulación adecuadaDesarrollo integralInfanciaFamiliaComunidadEscuelaAdequate stimulationIntegral developmentChildhoodFamilyCommunitySchool