SISTEMATIZACIÓN DE EXPERIENCIA PRÁCTICA DE INVESTIGACIÓN: APLICACIÓN DE TÉCNICAS PSICOEDUCATIVAS EN NIÑOS CON SÍNDROME DE DOWN DE LA ASOCIACIÓN CREER 2018
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2018-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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En la presente sistematización de experiencias, se explican diversas técnicas psicoeducativas aplicadas en la asociación “Creer”, tales como: el monstruo de colores, termómetro de emociones, ficha del semáforo y del volcán, tarjetas de memoria, juego de orientación y lateralidad, entrenamiento de alerta y concentración, juego de pescar (motricidad fina) y las respectivas técnicas de relajación; las cuales fueron usadas con la finalidad de mejorar el aprendizaje y la conducta en niños con síndrome de Down. Se implementaron las técnicas y los talleres tomando en cuenta las necesidades educativas especiales de los usuarios. La sistematización de experiencias es de origen cualitativo, de modo que se obtuvieron datos a partir de todo este proceso, en el cual su método es de investigación-acción-participación, presentando una epistemología interpretativo socio-crítico. Los talleres se desenvolvieron dentro de espacios brindados por el establecimiento, con el consentimiento y colaboración de los representantes de los usuarios, tomando en cuenta las consideraciones éticas del psicólogo a partir de las normas APA al momento de realizar todas las actividades. El resultado de este proceso, fue lograr inculcar en los padres de familia la importancia práctica de las actividades efectuadas, motivándolos a realizar todo lo planteado dentro de los talleres en sus hogares, para así llegar al mejoramiento del desarrollo y las habilidades de sus representados. Al culminar este proceso se determinaron los puntos claves en los que se requerirían cambios o reforzamientos por medio de las respectivas recomendaciones
n the present systematization of experiences, various psychoeducational techniques applied in the "Creer" association are explained, such as: the colorful monster, emotion thermometer, semaphore and volcano card, memory cards, orientation and laterality game, alert and concentration training, fishing game (fine motor skills) and the respective relaxation techniques; which were used in order to improve learning and behavior in children with Down syndrome. The techniques and workshops were implemented taking into account the special educational needs of the users. The systematization of experiences is of qualitative origin, so that data was obtained from this whole process, in which its method is research-action-participation, presenting a socio-critical interpretive epistemology. The workshops were developed within the spaces provided by the establishment, with the consent and collaboration of the representatives of the users, taking into account the ethical considerations of the psychologist from the APA standards at the time of carrying out all the activities. The result of this process was to instill in the parents the practical importance of the activities carried out, motivating them to carry out everything proposed within the workshops in their homes, in order to improve their children’s development and skills. At the end of this process, the key points were determined in which changes or reinforcements would be required through the respective recommendations
n the present systematization of experiences, various psychoeducational techniques applied in the "Creer" association are explained, such as: the colorful monster, emotion thermometer, semaphore and volcano card, memory cards, orientation and laterality game, alert and concentration training, fishing game (fine motor skills) and the respective relaxation techniques; which were used in order to improve learning and behavior in children with Down syndrome. The techniques and workshops were implemented taking into account the special educational needs of the users. The systematization of experiences is of qualitative origin, so that data was obtained from this whole process, in which its method is research-action-participation, presenting a socio-critical interpretive epistemology. The workshops were developed within the spaces provided by the establishment, with the consent and collaboration of the representatives of the users, taking into account the ethical considerations of the psychologist from the APA standards at the time of carrying out all the activities. The result of this process was to instill in the parents the practical importance of the activities carried out, motivating them to carry out everything proposed within the workshops in their homes, in order to improve their children’s development and skills. At the end of this process, the key points were determined in which changes or reinforcements would be required through the respective recommendations
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técnicas psicoeducativas, aprendizaje y conducta, síndrome de Down, necesidades educativas especiales