Autoestima y madurez en el aprendizaje de la lectoescritura en la educación inicial

Rously Eedyah Atencio González

doi:10.65598/rps.5987

Authors

Rously Eedyah Atencio González Universidad Bolivariana del Ecuador

DOI:

https://doi.org/10.65598/rps.5987

Keywords:

Self-esteem, Academic maturity, Literacy, Early childhood education

Abstract

This study analyzes the influence of self-esteem and academic maturity on literacy development in early childhood education children in five provinces in Ecuador and two in northern Peru. This research arose from the need to understand how socioemotional factors impact early learning. A quantitative, non-experimental, and correlational approach was adopted, based on a structured observation of 495 children over a 12-month period, using an observation sheet with nine dimensions grouped into three variables. The data were analyzed using descriptive statistics, multiple regression, Pearson correlations, analysis of variance (ANOVA), and Tukey's test. The results show that both self-esteem and maturity are significant predictors of literacy learning (p < 0.001), with a high correlation between the variables. Guayas showed the highest performance, while Santa Elena presented the lowest values, highlighting the influence of the geographic context. It is concluded that the integration of emotional and maturity factors significantly favors literacy processes. Evidence supports the need to strengthen socioemotional development as an educational strategy from early childhood.

Keywords: self-esteem; academic maturity; literacy; early childhood education

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References

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