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1.
Interdisciplinaria ; 36(1): 289-298, jun. 2019. tab
Article in Spanish | LILACS-Express | LILACS | ID: biblio-1056533

ABSTRACT

En el presente estudio se describen las estrategias cognoscitivas que sigue el bebé ciego durante el período sensorio-motor. A partir de las mismas se confeccionó una grilla de observación que permite determinar el grado de desarrollo cognoscitivo del niño y definir estrategias de intervención. Se partió de la noción de esquema de acción y su integración en estructuras de mayor complejidad. Se realizó un trabajo de tipo cualitativo observacional. El protocolo de observación se confeccionó dejando asentadas las estrategias observadas, y los modos de acción utilizados. Las estrategias sistematizadas en cada una de las etapas definidas fueron: a.- en el eje temático Exploración del objeto, desde el reconocimiento con la boca hasta la representación mental, b.- en Búsqueda del objeto, desde no buscarlo hasta la integración del espacio y el sonido para ubicar el objeto, c.- en Orientación y Ubicación espacial, desde las funciones espaciales precursoras de la línea media hasta la representación mental del espacio, d.- en el eje Intermediarios, desde no utilizarlos, hasta el uso de ellos como recurso para realizar una tarea, y e.- en Organizador corporal, desde el descubrir la mano, el pie y la boca como exploradores hasta el recrear experiencias. Saber cómo el bebé ciego va asimilando la información del mundo exterior, integrando los datos y adaptándose a ellos, les brinda a los padres la información necesaria para estimular en el niño el deseo de conocer a partir del tacto y del oído y con la ayuda del lenguaje.


In the present study, the cognitive strategies that the blind baby follows during the sensory -motor period were established. From these observed strategies there was made a cricket of observation that allows to determine the degree of cognitive development of the blind child and to define possible guidelines of action. It started from the notion of "action plan" present in this stage and its integration in structures that will allow to achieve a new level of development and the concept of "affordance", which implies recognizing what the environment offers us, what responds to our interest. An observational qualitative work was carried out. The observation protocol was prepared leaving the observed strategies established, and the "modes of action" used by the child indicated the different strategies. In the developed game certain elements such as ribbons, rings, balls with rattle, support with rotating wooden disk, cars, piano, animals with sound and textures was offered to the child. The strategies systematized through the four stages defined are: a.- in the the matic axis Exploration of the object, from the recognition with the mouth to the mental representation, b.- in the Search of the object, from not looking for it until the integration of space and sound to locate the object, c.- in Orientation and Spatial Location, from the spatial functions precursors of the midline to the mental representation of space, d.- on the Intermediaries axis, from not using them, to using them as a resource to perform at ask, and e.- in body Organizer, from discovering the hand, foot and mouth as explorers to recreating experiences. Body organizer was considered to be functioning structures that are guidelines for integration and access to a more complex structure. They are sequential moments in which a growing complexity is observed that goes from the undifferentiated to the organized and structured. Reference is made to an active exploratory sense. This active touch, precursor of the haptic sense in which receptors participate in the skin and in joints and tendons. This exploration allows him to perceive the world and in the case of the blind child, it makes it possible to experience new practices that can compensate for the lack of vision.

2.
Interdisciplinaria ; 30(2): 283-296, dic. 2013. graf, tab
Article in Spanish | LILACS | ID: lil-708523

ABSTRACT

Se presenta la construcción y validación de una escala que mide el contexto familiar desde la perspectiva de los padres, teniendo en cuenta la estimulación temprana que recibe el niño, y que Galvez (2007) define como la actividad de contacto con el bebé, que propicie sus potencialidades. Dentro de la línea ecológica sistémica de Bronfenbrenner (1987), Rodrigo y Palacios (1998) proponen tres aspectos del contexto familiar que afectan el desarrollo del niño: ideas y cogniciones de los padres con respecto al desarrollo, estilo de socialización y escenario e interacción educativa. Una versión preliminar con 73 ítemes fue administrada a una muestra de 229 sujetos para estudiar sus propiedades psicométricas. Se examinó el poder discriminativo de los ítemes, mediante la prueba t de diferencias de medias, resultando discriminativos 59 ítemes. Estos últimos fueron analizados factorialmente para determinar el número y la naturaleza de las dimensiones subyacentes. El análisis factorial exploratorio indicó la presencia de cuatro factores: ambiente familiar en relación a la estimulación personal, ambiente familiar con objetos estimulantes, ideas y creencias y prácticas de crianza. Los ítemes se agruparon guardando coherencia teórica con el planteo inicial. Se estudió la confiabilidad como consistencia interna, mediante el coeficiente Alpha de Cronbach obteniéndose un valor satisfactorio igual a .838. A partir de los cuatro factores hallados se seleccionaron los 16 ítemes (cuatro por factor) con mayor pesaje, que conformaron la escala definitiva de tipo Likert que presentó buenos indicadores de fiabilidad, poder discriminativo de los ítemes y validez de constructo.


The purpose of this work is to present the construction and validation of a scale about ideas and beliefs that parents have respect the cognitive development of their children, the kind of breed adopted and the quality of the family context. Among the different aspects that can be considered in what we call early relations, it is found the early stimulation that Galvez (2007) defines as the contact activity or play with a baby or child that propitiates, strengthens and develops appropriately its potentialities. The family plays a fundamental role in the evolutional development of the child. Different models of family organization agreed in the recognition of its importance (Richaud de Minzi, 2005). It also greatly influences the organization of structural and material processes of the home, the planning of activities taking place there and how parents interact with the child (Muñoz Silva, 2005). This organization is determined in part by the parents´ ideas and beliefs on the process of development of children and on the breeding practices (Siegel, McGillicuddy-Delisi & Goodnow, 1992). Taking into account an ecological systemic perspective, Bronfenbrenner's model (1987) shows the individual experience as a set of nearby structures, each inside the next, being the family the closest to the individual and which will offer the first stimulation experiences. From the point of view of the ecological theory of the individual's development, Rodrigo and Palacios (1998) have defined three family context aspects that will affect the child's development and have been taken as indicators for the construction of this instrument. These are the parents' ideas and beliefs regarding their children's cognitive development, the parenting style adopted by them and the quality of the family context. The items proposed by the authors were selected and reformulated taking into account the direct observation of Argentine parents and presented in a Likert format. The preliminary scale remained constituted by 73 items presented in a Likert scale of three points. No agreement, Moderately agree, and Highly agree. Questions referred to the level of education of the parents, age, and quantity of offspring was also incorporated. The preliminary scale was administered to 229 families of children attending four schools in the city of Buenos Aires (Argentina). To study the psychometric fitness of the scale it was first examine the discriminative capacity of the items using t test of mean differences or the contrasting group's method. The test was performed for the original 73 items, founding that 14 of them were no discriminatory. The preliminary scale was then reduced to 59 items. Factorial analysis of these 59 items was done, as a exploratory mode, to determine the number and nature of the dimensions present in the instrument. This test indicated the presence of four factors: (a) family environment related to personal stimulation, (b) family environment which includes stimulating objects, (c) ideas and beliefs, and (d) breeding practices. The items were grouped in coherence with the initial theoretical hypothesis. Based on factorial analysis the four heavier items in each factor (> .40) that they were not factorially complex were taken into account to constitute the final version of the scale. The factorization of the final 16 items clearly showed the items grouping in the four factors observed before (see Figure 2). These four factors explain 60.39% of variance (see Table 1). Reliability as internal consistence of the scale of 16 reactive through the Cronbach Alpha was analyzed and a coefficient of .738 was obtained. The scale here presented enables us to evaluate ideas and beliefs that parents have with respect to the evolving development of the child and how these materialize in its conduct related to the style of breeding as well as to the patterns of action and their interaction. The scale presents good psychometric properties, specially referring to the factorial structure being its reliability as its internal moderate consistency.

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