PROCESO DE EVALUACIÓN CON INDICADORES COGNITIVOS DE DIFICULTADES ATENCIONALES EN NIÑOS Y NIÑAS DE 6 A 11 AÑOS, GUASMO SUR
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2019-01
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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El presente trabajo tiene como base las experiencias adquiridas durante la realización del servicio comunitario como parte del proyecto de vinculación “Niñez positiva: promoción, prevención y atención integral dirigida a niñas y niños con déficits de aprendizaje y conductuales”. El proyecto se llevó a cabo en el Sector Guasmo Sur, ubicado al sur de la ciudad de Guayaquil, en la cooperativa Unión de Bananeros, durante los meses de noviembre 2018 a febrero 2019. La metodología utilizada fue la sistematización de experiencias, de carácter cualitativo, con la finalidad de determinar cuáles son los indicadores cognitivos relacionados con las dificultades atencionales que se presentan en los niños y las niñas participantes del proyecto. Las técnicas proyectivas “Mi problema”, “Mi maestra y yo” y “En el patio de la escuela”; el modelo Mc.Master de funcionamiento familiar, una entrevista semiestructurada, el test del juego de interrelaciones familiares y el test neuropsicológico Neuropsi fueron los instrumentos que permitieron la recolección de información. De acuerdo a los resultados obtenidos en la evaluación se detectó que creer que las actividades académicas no son interesantes, incapacidad de regular las gratificaciones, y creer que las actividades académicas no son necesarias son los indicadores cognitivos que mayor incidencia tienen en las dificultades de atención de los niños beneficiarios
The present work is based on the adquired experiences during the development of the communitary service, as a part of the vinculation project “Positive Childhood: Promotion, prevention and integral attention directed to boys and girls with learning and behavioral deficits”. The project was carried out in Guasmo Sur, neighborhood located at the south of Guayaquil city, in the cooperatie Unión de Bananeros, during the months of november 2018 and february 2019. The methodology used is the systematization of experiences with qualitative nature, which main axis is to determine the cognitive indicators related to attentional difficulties presented in boys and girls that participated in the project. The projective techniques “My problem”, “My teacher and me” and “In the school ground”; the Mc.Master family functioning model, a semi-structured interview, the family interrelations game test and the Neuropsi neuropsychological test were the instruments that allowed the collection of information. According to the results obtained in the evaluation, it was detected that believing that academic activities are not interesting, inability to regulate gratifications, and believing that academic activities are not necessary are the cognitive indicators that have the greatest incidence in the attention problem of the beneficiary children
The present work is based on the adquired experiences during the development of the communitary service, as a part of the vinculation project “Positive Childhood: Promotion, prevention and integral attention directed to boys and girls with learning and behavioral deficits”. The project was carried out in Guasmo Sur, neighborhood located at the south of Guayaquil city, in the cooperatie Unión de Bananeros, during the months of november 2018 and february 2019. The methodology used is the systematization of experiences with qualitative nature, which main axis is to determine the cognitive indicators related to attentional difficulties presented in boys and girls that participated in the project. The projective techniques “My problem”, “My teacher and me” and “In the school ground”; the Mc.Master family functioning model, a semi-structured interview, the family interrelations game test and the Neuropsi neuropsychological test were the instruments that allowed the collection of information. According to the results obtained in the evaluation, it was detected that believing that academic activities are not interesting, inability to regulate gratifications, and believing that academic activities are not necessary are the cognitive indicators that have the greatest incidence in the attention problem of the beneficiary children
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Indicadores, cognición, atención, , dificultades atencionales