Factores psicosocioeducativos determinantes en el proceso de aprendizaje de lectoescritura en escolares de entre 7 – 10 años
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2017
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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Se presenta una investigación realizada en la Escuela de Educación Básica Elemental “Minerva”, en la ciudad de Guayaquil, entre los meses junio – agosto, 2017. Para el desarrollo del trabajo se consideraron 8 estudiantes de entre 7 – 10 años de edad, pertenecientes al 3ro, 5to y 6to curso de EGB, quienes presentaban dificultades en su aprendizaje; los padres de familia, la psicopedagoga del DECE, los docentes de los cursos de los niños y los practicantes de psicología. Se desarrolló un diseño y planificación de evaluación, diagnóstico e intervención de los niños durante los meses establecidos; y se analizaron los factores determinantes del proceso de aprendizaje de lectoescritura de los niños. El objetivo de la sistematización fue analizar las experiencias del proceso de prácticas, y así poder identificar aciertos y errores, para mejorar la intervención psicológica en el área educativa. Se empleó el método deductivo-inductivo y analítico-sintético para lograr analizar y sintetizar la información desde lo general a lo particular del proceso de intervención que se desarrolló. Las principales conclusiones que se establecieron fueron, que el proceso de aprendizaje de lectoescritura en los niños se encuentra determinado por factores psicosociales como lo es la familia y por el factor psicoeducativo, los docentes quienes cumplen un papel fundamental en la motivación y construcción del aprendizaje en los niños
This investigation was carried out in the School of Elementary Education "Minerva", in the city of Guayaquil, between June and August, 2017. For the development of the work we considered 8 students between 7 - 10 years old, belonging to the 3rd, 5th and 6th grades of basic general education, who presented difficulties in their learning; the parents, the psychopedagogue of the DECE, the teachers of the courses of the children and the practitioners of psychology. A design and planning of evaluation, diagnosis and intervention of the children during the established months was developed; and analyzed the determinants of the learning process of children's literacy. The objective of the systematization was to analyze the experiences of the practice process, and to be able to identify successes and errors, to improve the psychological intervention in the educational area. The deductive-inductive and analytical-synthetic method was used to analyze and synthesize the information from the general to the particular of the intervention process that was developed. The main conclusions were that the process of learning literacy in children is determined by psychosocial factors such as the family and by the psychoeducational factor, teachers who play a fundamental role in the motivation and construction of learning in children
This investigation was carried out in the School of Elementary Education "Minerva", in the city of Guayaquil, between June and August, 2017. For the development of the work we considered 8 students between 7 - 10 years old, belonging to the 3rd, 5th and 6th grades of basic general education, who presented difficulties in their learning; the parents, the psychopedagogue of the DECE, the teachers of the courses of the children and the practitioners of psychology. A design and planning of evaluation, diagnosis and intervention of the children during the established months was developed; and analyzed the determinants of the learning process of children's literacy. The objective of the systematization was to analyze the experiences of the practice process, and to be able to identify successes and errors, to improve the psychological intervention in the educational area. The deductive-inductive and analytical-synthetic method was used to analyze and synthesize the information from the general to the particular of the intervention process that was developed. The main conclusions were that the process of learning literacy in children is determined by psychosocial factors such as the family and by the psychoeducational factor, teachers who play a fundamental role in the motivation and construction of learning in children
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Factores psicosocioeducativos, proceso de aprendizaje, lectoescritura, niñez