ESTRATEGIAS EDUCATIVAS DE APRENDIZAJE PARA NIÑOS ENTRE 7 Y 10 AÑOS CON PROBLEMAS DE MEMORIA.
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2018-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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La presente investigación hace referencia al proceso de la experiencia vivida por la pasante de noveno semestre de la Facultad de Ciencias Psicológicas de la Universidad de Guayaquil como parte del proyecto social de vinculación comunitaria “Prevención y atención integral dirigida a niñas y niños con problemas de conducta y aprendizaje”, efectuado en la fundación Proyecto Padre Salesiano, centro de referencia Monte Sinaí, ubicado en el norte de Guayaquil. El aspecto más relevante de la experiencia sistematizada fue la revisión de las estrategias educativas de aprendizaje implementadas en niños entre 7 y 10 años con problemas de memoria. La investigación de tipo cualitativa se realizó a través del paradigma socio-crítico como base epistemológica y responde al método “investigación-acción-participación” por la participación activa y transformadora de la comunidad. Se emplearon técnicas e instrumentos como entrevista, test proyectivos, batería Neuropsicológica y bitácora de campo que ayudaron a identificar el déficit en la memoria y su relación intrínseca con otros procesos cognitivos. Se implementaron estrategias educativas de aprendizaje que ayudaron a mantener activos los procesos de atención y concentración que son el eje del proceso memorístico. En los resultados obtenidos se evidencio que los factores influyentes dentro del desarrollo del niño intervienen su contexto social y familiar, al existir problemas de atención y concentración no se desarrolla el proceso de aprendizaje adecuado en el que interviene el proceso memorístico y que un deterioro de la memoria interviene en la adquisición de los procesos cognitivos como el lenguaje
The present investigation makes reference to the process of the experience lived by the ninth-semester intern of the Faculty of Psychological Sciences of the University of Guayaquil as part of the social project of community bonding "Prevention and integral attention directed to girls and boys with behavioral problems" and learning ", carried out in the Padre Salesiano Project foundation, reference center Monte Sinaí, located in the north of Guayaquil. The most relevant aspect of the systematized experience was the revision of the educational learning strategies implemented in children between 7 and 10 years old with memory problems. Qualitative research was carried out through the socio-critical paradigm as an epistemological basis and responds to the "investigation-action-participation" method by the active and transformative participation of the community. Techniques and instruments were used such as interview, projective tests, neuropsychological battery and field logbook that helped identify the memory deficit and its intrinsic relationship with other cognitive processes. Educational learning strategies were implemented that helped to keep active the attention and concentration processes that are the axis of the rote process. In the results obtained it was evidenced that the influential factors within the development of the child intervene in their social and family context, since there are problems of attention and concentration the proper learning process in which the memory process intervenes and that a deterioration of the Memory intervenes in the acquisition of cognitive processes such as language
The present investigation makes reference to the process of the experience lived by the ninth-semester intern of the Faculty of Psychological Sciences of the University of Guayaquil as part of the social project of community bonding "Prevention and integral attention directed to girls and boys with behavioral problems" and learning ", carried out in the Padre Salesiano Project foundation, reference center Monte Sinaí, located in the north of Guayaquil. The most relevant aspect of the systematized experience was the revision of the educational learning strategies implemented in children between 7 and 10 years old with memory problems. Qualitative research was carried out through the socio-critical paradigm as an epistemological basis and responds to the "investigation-action-participation" method by the active and transformative participation of the community. Techniques and instruments were used such as interview, projective tests, neuropsychological battery and field logbook that helped identify the memory deficit and its intrinsic relationship with other cognitive processes. Educational learning strategies were implemented that helped to keep active the attention and concentration processes that are the axis of the rote process. In the results obtained it was evidenced that the influential factors within the development of the child intervene in their social and family context, since there are problems of attention and concentration the proper learning process in which the memory process intervenes and that a deterioration of the Memory intervenes in the acquisition of cognitive processes such as language
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procesos cognitivos, niñez media, estrategias, memoria, aprendizaje