ESTRATEGIAS PSICOEDUCATIVAS PARA LA LECTOESCRITURA EN NIÑOS CON PROBLEMAS DE APRENDIZAJE
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2019-02
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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La lectoescritura son dos procesos esenciales en la educación básica para el desarrollo, pero poco afianzados entre la población infantil de bajo rendimiento escolar, situación vivenciada durante la práctica de servicio comunitario llevada a cabo en la Fundación Proyecto Salesiano- Centro de Referencia Monte Sinaí, tras la vinculación al proyecto de Prevención y Atención Integral dirigida a niños y niñas con Problemas de Conducta y Aprendizaje. El presente trabajo se centró en la sistematización de la fase cognitiva de la intervención psicoterapéutica, fijando como objetivo evaluar las estrategias psicoeducativas para la lectoescritura para el mejoramiento del rendimiento escolar. Desde un enfoque cualitativo, se utilizó el método de sistematización de la experiencia, con la intención de promover el diálogo crítico entre la literatura existente y la práctica vivenciada, teniendo como eje central la reflexión sobre el sentido de pertinencia de las estrategias aplicadas en niños y niñas de siete a nueve años con problemas de aprendizaje y de escasos recursos económicos; los resultados demuestran que las actividades propuestas fueron congruentes en estimular procesos básicos de áreas implicadas en la lectoescritura y despertar la motivación de los usuarios. No obstante, presentaron deficiencias por motivos tales como la discontinuidad entre sesiones, la falta de adaptabilidad a las necesidades de los usuarios, las limitaciones del modelo terapéutico implementado y la intervención de factores contextuales para su correcto desarrollo. La integración de los aspectos considerados son determinantes para valorar a las estrategias psicoeducativas como no pertinentes para el grupo de beneficiarios
Reading/Writing skills are two essential processes in basic education for development, but unfortunately little reinforced among the child population with low school performance, a situation experienced during the Community Service Practice out in Fundación Proyecto Salesiano- Centro de Referencia Monte Sinaí, after the link to the Comprehensive Prevention and Attention project aimed at children with Behavior and Learning Problems. The present work focused on the systematization of the cognitive phase of psychotherapeutic intervention, with the objective of evaluating psychoeducational strategies for reading/Writing skills for the improvement of school performance. From a qualitative approach, the systematization of experience method was used, with the intention of promoting a critical dialogue between the existing literature and the practice experienced, having as a central axis the reflection on the sense of relevance of the strategies applied in children and girls from seven to nine years old with learning problems and poor financial resources. The results show that the proposed activities were good and congruent during the basic processes stimulation of the reading/writing skills previous mentioned and the awaken of the user's motivation. Nevertheless, according with their needs, they showed deficiencies, some as discontinuity between sessions, lack of adaptability to the user's shortage, the implemented therapeutic model limitations and the contextual factors for it's proper development intervention. The integration of the considerate facets are decisive to value the psycoeducational strategies as not quietly relevant to the beneficiaries group
Reading/Writing skills are two essential processes in basic education for development, but unfortunately little reinforced among the child population with low school performance, a situation experienced during the Community Service Practice out in Fundación Proyecto Salesiano- Centro de Referencia Monte Sinaí, after the link to the Comprehensive Prevention and Attention project aimed at children with Behavior and Learning Problems. The present work focused on the systematization of the cognitive phase of psychotherapeutic intervention, with the objective of evaluating psychoeducational strategies for reading/Writing skills for the improvement of school performance. From a qualitative approach, the systematization of experience method was used, with the intention of promoting a critical dialogue between the existing literature and the practice experienced, having as a central axis the reflection on the sense of relevance of the strategies applied in children and girls from seven to nine years old with learning problems and poor financial resources. The results show that the proposed activities were good and congruent during the basic processes stimulation of the reading/writing skills previous mentioned and the awaken of the user's motivation. Nevertheless, according with their needs, they showed deficiencies, some as discontinuity between sessions, lack of adaptability to the user's shortage, the implemented therapeutic model limitations and the contextual factors for it's proper development intervention. The integration of the considerate facets are decisive to value the psycoeducational strategies as not quietly relevant to the beneficiaries group
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estrategias psicoeducativas, lectoescritura, problemas de aprendizaje