DIFICULTADES DE LECTO-ESCRITURA EN NIÑOS, NIÑAS QUE PROVIENEN DE HOGARES CON VIOLENCIA DE GÉNERO
Fecha
2019-04
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de titulación con diseño de Sistematización de Experiencias
hace referencia a identificar las dificultades de lectoescritura en niños y niñas de 6 a 11
años de edad que provienen de hogares con violencia de género, con el fin de optimizar
su rendimiento escolar; este proceso se efectuó en el sector “Isla trinitaria Coop. Andrés
Quiñones 2” en la ciudad de Guayaquil. Se logró esbozar esta problemática, ya que
fueron detectadas por medio de las demandas de las lideresas de la comunidad que
asisten previamente al CEPAM. Se realizó técnicas de recopilación de datos como la
observación, entrevistas, talleres de lectoescritura, talleres familiares, e instrumentos de
evaluación como la prueba (Neuropsi), entre otras; que permitieron conocer el problema
del niño/a y posteriormente trabajar con sus habilidades lectoescritoras; basándonos en
una metodología cualitativa y un diseño de sistematización de experiencias. Esta
investigación fue dirigido a ocho niños de la comunidad todos con condiciones diferentes,
en unos detectados; problemas de aprendizaje en específico dificultades de
lectoescritura y en otros casos con problemas de conducta, que afectan a su entorno
social. Mediante los talleres psicoeducativos se pudo orientar y brindar herramientas
psicopedagógicas que coadyuven a la prevención de dificultades de aprendizaje y
conducta. Es importante resaltar que dicha problemática es una de las dificultades que
más se presentan en la niñez de 6 a 11 años de edad, sin embargo con estrategias
adecuadas y el cuidado afectivo, el niño cuenta con la oportunidad de inclusión dentro del
sistema educativo sin mayores problemas
The present work of qualification with design of Systematization of Experiences makes reference to identify the difficulties of reading and writing in boys and girls of 6 to 11 years of age that come from homes with gender violence, in order to optimize their school performance; This process was carried out in the sector "Isla Trinitaria Coop. Andrés Quiñones 2 "in the city of Guayaquil. It was possible to outline this problem, since they were detected by means of the demands of the leaders of the community that previously attend the CEPAM. Data collection techniques were performed, such as observation, interviews, literacy workshops, family workshops, and evaluation instruments such as the test (Neuropsi), among others; that allowed to know the problem of the child and later to work with their reading and writing skills; based on a qualitative methodology and a systematization of experiences design. This research was directed to eight children of the community all with different conditions, in some detected; learning problems in specific reading and writing difficulties and in other cases with behavioral problems that affect their social environment. Through psychoeducational workshops it was possible to guide and provide psycho-pedagogical tools that contribute to the prevention of learning and behavior difficulties. It is important to highlight that this problem is one of the most common difficulties in children from 6 to 11 years of age, however with appropriate strategies and affective care, the child has the opportunity to be included in the education system without major problems
The present work of qualification with design of Systematization of Experiences makes reference to identify the difficulties of reading and writing in boys and girls of 6 to 11 years of age that come from homes with gender violence, in order to optimize their school performance; This process was carried out in the sector "Isla Trinitaria Coop. Andrés Quiñones 2 "in the city of Guayaquil. It was possible to outline this problem, since they were detected by means of the demands of the leaders of the community that previously attend the CEPAM. Data collection techniques were performed, such as observation, interviews, literacy workshops, family workshops, and evaluation instruments such as the test (Neuropsi), among others; that allowed to know the problem of the child and later to work with their reading and writing skills; based on a qualitative methodology and a systematization of experiences design. This research was directed to eight children of the community all with different conditions, in some detected; learning problems in specific reading and writing difficulties and in other cases with behavioral problems that affect their social environment. Through psychoeducational workshops it was possible to guide and provide psycho-pedagogical tools that contribute to the prevention of learning and behavior difficulties. It is important to highlight that this problem is one of the most common difficulties in children from 6 to 11 years of age, however with appropriate strategies and affective care, the child has the opportunity to be included in the education system without major problems
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Palabras clave
Intervención, Dificultades de Lectoescritura, Violencia de Género