IDENTIFICAR LOS FACTORES FAMILIARES QUE INFLUYEN EN EL RENDIMIENTO ESCOLAR DE NIÑOS DE 6 A 11 AÑOS DEL SECTOR ISLA TRINITARIA
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2019-02
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El trabajo que se presenta a continuación, tiene como finalidad describir los factores
familiares que influyen en el rendimiento escolar de niños de 6 a 11 años del sector
Isla Trinitaria, esta población fue beneficiaria del proyecto “Niñez Positiva”
implementado por la Facultad de Ciencias Psicológicas de la Universidad de
Guayaquil, en convenio con el Centro Ecuatoriano para la promoción y acción de la
Mujer (CEPAM). El contenido del presente trabajo se referirá en detalle a las
experiencias derivadas de la ejecución del proyecto antes mencionado, así como la
información recabada mediante la aplicación de instrumentos y técnicas señaladas
en el protocolo del proyecto a 8 niños en una edad comprendida de 6 a 11 años
asignados a las autoras, utilizando como método la sistematización de experiencias
prácticas de investigación, que contempla la recuperación del proceso vivido y la
realización de reflexiones sobre dicha experiencia, haciendo uso del análisis, la
síntesis y la interpretación del proceso. A partir de la reflexión crítica se pudo
constatar del rol activo que juega la familia y sus factores en relación al rendimiento
escolar de los niños. Finalmente, se concluye en considerar la importancia de la
utilización de espacios físicos adecuados para la realización de procesos que
requieran mantener la privacidad de los usuarios, así como evitar distractores que
puedan llegar a distorsionar los datos obtenidos
The work presented below is intended to describe the family factors that influence school performance of children from 6 to 11 years in the Isla Trinitaria sector, this population was the beneficiary of the "Positive childhood. Promotion, prevention, and comprehensive care to girls and boys with learning and behavioral deficits" project implemented by the Faculty of Psychological Sciences of the University of Guayaquil, in agreement the Ecuadorian Center for the promotion and action of women (CEPAM for its acronym in Spanish). The content of this work refers in detail to the experiences derived from the execution of the aforementioned project, as well as the information obtained through the application of instruments and techniques indicated in the project protocol to 8 children in an age range of 6 to 11 years assigned to the authors, using as a method of systematizing practical research experiences, which include the recovery of the lived process and the realization of reflections on that experience, the use of analysis, synthesis and interpretation of the process. From the critical reflection it was possible to verify the active role played by the family and its factors in relation to the school performance of children. Finally, it is concluded to consider the importance of the use of adequate physical spaces for the realization of processes that require maintaining the privacy of the users, as well as avoiding distractions that may distort the data obtained
The work presented below is intended to describe the family factors that influence school performance of children from 6 to 11 years in the Isla Trinitaria sector, this population was the beneficiary of the "Positive childhood. Promotion, prevention, and comprehensive care to girls and boys with learning and behavioral deficits" project implemented by the Faculty of Psychological Sciences of the University of Guayaquil, in agreement the Ecuadorian Center for the promotion and action of women (CEPAM for its acronym in Spanish). The content of this work refers in detail to the experiences derived from the execution of the aforementioned project, as well as the information obtained through the application of instruments and techniques indicated in the project protocol to 8 children in an age range of 6 to 11 years assigned to the authors, using as a method of systematizing practical research experiences, which include the recovery of the lived process and the realization of reflections on that experience, the use of analysis, synthesis and interpretation of the process. From the critical reflection it was possible to verify the active role played by the family and its factors in relation to the school performance of children. Finally, it is concluded to consider the importance of the use of adequate physical spaces for the realization of processes that require maintaining the privacy of the users, as well as avoiding distractions that may distort the data obtained
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Palabras clave
Familia, rendimiento escolar, niños