DIFICULTADES DE APRENDIZAJE EN NIÑOS DE 6 A 11 AÑOS DE FAMILIAS DISFUNCIONALES, COOPERATIVA ´´5 DE DICIEMBRE´´ - ISLA TRINITARIA
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2019-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de investigación, modalidad Análisis de caso, fue realizado con familias de la Cooperativa “5 de Diciembre” sector de la Isla Trinitaria de la ciudad de Guayaquil, teniendo como objetivo general identificar las dificultades de aprendizaje en niños de 6 a 11 años de familias disfuncionales. Unos de los objetivos específicos fue determinar las dificultades de aprendizaje que se presentan en los niños con las tipologías antes mencionadas; del mismo modo se evaluó las dinámicas de las familias y como sus integrantes interactuaban en su entorno. La metodología fue cualitativa, investigación– acción - participativa de tipo descriptiva. Los instrumentos aplicados en este proceso fueron entrevistas semi- estructuradas; técnicas proyectivas como “Mi maestro y yo”, “Mi problema”, juego de interrelaciones familiares; y evaluación neuropsicológica (Neuropsi). Como principales resultados se encontró que las dinámicas familiares se caracterizaron por la búsqueda de estrategias para la resolución de la situación problema. A pesar de los roles difusos la comunicación, en la mayoría de las familias es clara y directa. En respuestas afectivas, el involucramiento se intercala en forma empática, comportamental rígido y disciplinado a su vez flexible por parte de ambos padres. A veces llegando a ser no funcional, pero alcanzando acuerdos asertivos; en control conductual tenemos que las familias se manejan de forma funcional flexible y disciplinaria lo que puede tener incidencia en la mediana supervisión de tareas y dificultades de aprendizaje presentadas
This research was based on a case analysis method. The investigation took place in Cooperative “5 de December”, a section of the Trinitaria Island located in the city of Guayaquil. The main goal was to identify the learning difficulties in children from 6 to 11 years growing up in dysfunctional families. One of the specific goals was to determine the learning difficulties presented in children with the characteristics already mentioned, in the same way family dinamics vere evaluated and how the members interacted in the environment. The methodoogy was cualitative and the type descriptive. The instruments used in this process were semi- structured interviews; proyected techniques like “My teacher and I”, “My problem”, family interplay games and neuropsychological evaluation (Neuropsi). The main results showed that family dinamics were characterized by the search for strategies to solve the problematic circumstances. Despite of the diffuse roles, the communication in most of the families was clear and direct. In affective responses, the involvement was expressed through empathy, a rigid behaviour and a flexible discipline form both parents. Sometimes it becomes disfunctional, but reaches acertives agreements; in conductual control families manage in a flexible functional way and with discipline; this change can have incidence in medium homework supervision and the learning difficulties presented
This research was based on a case analysis method. The investigation took place in Cooperative “5 de December”, a section of the Trinitaria Island located in the city of Guayaquil. The main goal was to identify the learning difficulties in children from 6 to 11 years growing up in dysfunctional families. One of the specific goals was to determine the learning difficulties presented in children with the characteristics already mentioned, in the same way family dinamics vere evaluated and how the members interacted in the environment. The methodoogy was cualitative and the type descriptive. The instruments used in this process were semi- structured interviews; proyected techniques like “My teacher and I”, “My problem”, family interplay games and neuropsychological evaluation (Neuropsi). The main results showed that family dinamics were characterized by the search for strategies to solve the problematic circumstances. Despite of the diffuse roles, the communication in most of the families was clear and direct. In affective responses, the involvement was expressed through empathy, a rigid behaviour and a flexible discipline form both parents. Sometimes it becomes disfunctional, but reaches acertives agreements; in conductual control families manage in a flexible functional way and with discipline; this change can have incidence in medium homework supervision and the learning difficulties presented
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Funcionalidad familiar, dificultades de aprendizaje