Socioemotional Development and its Correlates among 5-year-old Children in Peru and Brazil (original) (raw)
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The present research project has the general objective of comparing the level of psychomotor development in students of the initial level in two institutions of my Peru-Callao, 2019. This research is framed within the quantitative sense, with a type of descriptivecomparative study, not experimental, the study sample was carried out with 44 boys and girls of 5 years of initial education. 22 children from the I.E.I 124 Villa del Mar initial level of AAHH Villa del Mar my Peru-Callao (public) and 22 children from the. E.I 167 Cristo Rey initial level of my Peru-Callao (public). To collect information, a standardized observation guide was used by the authors Victoria de la Cruz and Carmen Mazaire (1998) which was made up of 8 dimensions: Locomotion, positions, balance, leg coordination, arm coordination, hand coordination, body in itself and body schema in others. The data acquired was the answer given by the statistical software SPSS 22.0, which allowed the acquisition of descriptive answers based on tables and figures. These results show that the students of the I.E.I 124 Villa del Mar (public) are at a disadvantage compared to the students of the I.E.I 167 Cristo Rey (public). Regarding the hypothesis argument, it can be defined that there are significant discrepancies regarding psychomotor development in 5-year-old children from two institutions in the Ventanilla district, 2019.
Simbolismo Social Asociado y Actitud Manipulativa en Niños Amazónicos Peruanos
Psicologia & Sociedade
Resumen El Simbolismo Social Asociado (SSA) y la Actitud Manipulativa (AM) están presentes en la mayoría de niños de nueve años de edad de la Amazonía peruana con desarrollo intelectual adecuado (71.2%). El estudio se realizó en 52 niños y sus padres mediante entrevistas en pequeños grupos, aplicándose la prueba TMP y dos guías de entrevista (niños-padres). Los resultados señalan correspondencia significativa entre la preferencia (niños) y la decisión de compra del producto simbolizado (padres), y el 78,5% elegían la misma marca que sus pares. Las dificultades de comprensión del contenido material de la publicidad (CMP) involucran al 78,9% (mayor en área urbana). Existe interdependencia significativa entre AM (niños) y reacciones de compra (padres) y alta discordancia entre respuestas (niños-padres). Educar en la comprensión del CMP a partir de nueve años, podría disminuir las consecuencias del SSA mediante programas psicosociales para la salud mental escolar.
Antisocial behaviors and automatic thoughts in school children of Peru
Antisocial behaviors and automatic thoughts in school children of Peru, 2019
Abstract The objective of the study was to identify the correlation between antisocial-criminal behavior and automatic thoughts in a sample of 355 high school students from the district of Comas, Lima (Peru) under a non-experimental design of transectional-correlational type and the application of the validated versions of the Questionnaire (AD) Antisocial-criminal behaviors and the Inventory of Automatic Thoughts. The typing of 7 types of automatic thoughts was carried out according to the theoretical framework proposed and the empirical evidence. Finally, a significant mid-level correlation was found between antisocial-criminal behaviors and types of automatic thinking: guilt, interpretation of thought, filtering, fallacy of change and catastrophic vision. These results will allow the development of preventive strategies more appropriate to the school context and the early detection of antisocial behaviors that affect their development. Keywords. Antisocial behavior, criminal behavior, cognitive distortions, high school students, automatic thoughts
RELIEVE: Revista Electrónica de Investigación y Evaluación Educativa, 2011
We present the results of an international research that intends to identify key factors associated with school and classroom socio-emotional achievement of Primary Education Students in Latin America countries. This Multilevel Study has been conducted with 4 analysis levels; we studied 5,603 students from 248 classrooms from 98 schools in 9 countries. We worked with 4 product socioaffective variables (self-concept, academic behaviour, social interaction and satisfaction with the school). The results showed a series of classroom and school factors that explain the socio-emotional development, consistent with those found in research on school effectiveness to cognitive factors. Resumen Se presentan los resultados de una investigación internacional que pretende identificar los factores de escuela y de aula asociados al logro socio-afectivo de los estudiantes de Educación Primaria en Iberoamérica. Se realizó un estudio Multinivel con 4 niveles de análisis, se analizaron 5.603 alumnos de 248 aulas correspondientes a 98 escuelas de 9 países. Se trabajó con cuatro variables de producto socio-afectivo (Autoconcepto, Comportamiento académico, Convivencia social y Satisfacción con la escuela). Los resultados arrojaron una serie de factores de aula y escuela que explican el desarrollo socio-afectivo, coherentes con los hallados en la investigación sobre eficacia escolar con factores cognitivos.
Propuesta para una educación socioemocional en niños y niñas de 4 a 5 años
2012
Dada la importancia que se ha dado a la educación en la actualidad, es indispensable trabajar habilidades emocionales y sociales para formar personas capaces de resolver sus problemas, ser críticos y formar relaciones interpersonales positivas. Con esta investigación se pretende dar a conocer los diferentes tipos de emociones, identificarlas en sí mismo y en los demás y aprender a controlarlas. Por tanto se habla acerca de la diferencia de la inteligencia puramente cognoscitiva y la inteligencia emocional. Entendiendo este constructo como una herramienta eficaz para un aprendizaje integral que englobe conocimientos cognoscitivos, sociales y afectivos. Por ello la educación socioemocional como una innovación educativa conlleva a responder a las necesidades sociales y emocionales que los educandos pueden atravesar en el transcurso de su vida. El objetivo primordial de esta nueva metodología es desarrollar competencias socioemocionales en los estudiantes, tales como la conciencia de uno mismo, la regulación de las emociones, automotivación, empatía y las relaciones sociales, logrando de esta manera un buen vivir.
2017
The impact of developmental disorders can be mitigated if early diagnoses are implemented. The Five to Fifteen questionnaire (FTF) could be a suitable tool for early diagnosis of these disorders. We describe the psychometric properties and the characterization of 322 Chilean children of typical development, between 5 and 15 years of age. Levels of consistency and temporal stabilitywere fluctuating between .83 and .93, and between .44 and .86, respectively. From an Exploratory Factorial Analysis emerge 4 dimensions that account for 65.4% of ariance(KMO = .93; χ2= 3,113.77; gl = 231; p<.01), where a general development dimension is predominating. Differences were found by gender and age. Performance of Chilean and Sweden children indicates similarities at 5 years of age. However from 6 years of age onwards differences were found in almost all domains.We conclude that FTF is avalid and reliable instrument measuring children’s development.