HABILIDADES DE INTELIGENCIA EMOCIONAL EN NIÑOS DE 8 A 12 AÑOS CON DIFICULTAD EN LA LECTO-ESCRITURA
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2019-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
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Esta investigación tuvo como objetivo de estudio caracterizar las habilidades de inteligencia emocional percibidas por observadores externos, dentro del contexto familiar el observador externo es el padre/madre/tutor y dentro del contexto escolar es el docente tutor, de niños (as) de 8 a 12 años que presentan dificultades en la lectoescritura. El enfoque es humanista, la metodología es de tipo cuantitativa, de alcance descriptivo y de corte transversal, con un total de 18 participantes de la Unidad Educativa Indoaleman. Para la evaluación de las variables Dificultades en la lectoescritura se utilizaron los instrumentos estandarizados T.A.L.E, VMI, PROLEC-R. y para la evaluación de las Habilidades de inteligencia emocional se utilizó: la Escala de Inteligencia Emocional Percibida (PTMMS-24) aplicada al padre/madre/tutor de los niños y la Escala De Observación Del Alumnado para el docente tutor. Los principales resultados establecen que los procesos sintácticos que permiten la discriminación visual necesaria para la consolidación del grafema y el uso de los signos de puntuación se presentan con Dificultad Severa con mayor frecuencia en los niños (as) con dificultades en la lectoescritura, esto repercute en el bajo Nivel de desarrollo de la Escritura espontánea. Se identificó dentro del contexto familiar, el padre/madre/tutor percibe la habilidad de Reparación emocional con un desarrollo excelente con mayor frecuencia en los niños (as). Mientras que en el contexto escolar el tutor docente, percibe la presencia desmejorada de las habilidades de vida y bienestar, la autorregulación emocional y la claridad emocional, sin embargo, tienen potenciadas sus habilidades sociales como la empatía
This research is aimed to characterize the emotional intelligence skills perceived by external observers, within the family context the external observer is the father / mother / guardian and within the school context is the teacher tutor, of children from 8 to 12 years presenting difficulties in literacy. The approach is humanistic, the methodology is quantitative, descriptive and cross-sectional, with a total of 18 participants from the Indoaleman Educational Unit. For the evaluation of the variables Difficulties in literacy, the standardized instruments T.A.L.E, VMI, PROLEC-R were used. and for the evaluation of Emotional Intelligence Skills, the Perceived Emotional Intelligence Scale (PTMMS-24) applied to the child's parent / guardian and the Student Observation Scale for the tutor teacher was used. The main results establish that the syntactic processes that allow the visual discrimination necessary for the consolidation of the grapheme and the use of punctuation marks are presented with Severe Difficulty more frequently in children with difficulties in literacy, this has an impact on the low level of development of spontaneous writing. Identified within the family context, the father / mother / guardian perceives the ability of emotional repair with excellent development most often in children. While in the school context the teacher tutor, perceives the deteriorated presence of life and well-being skills, emotional self-regulation and emotional clarity, however, they have to enhanced their social skills such as empathy
This research is aimed to characterize the emotional intelligence skills perceived by external observers, within the family context the external observer is the father / mother / guardian and within the school context is the teacher tutor, of children from 8 to 12 years presenting difficulties in literacy. The approach is humanistic, the methodology is quantitative, descriptive and cross-sectional, with a total of 18 participants from the Indoaleman Educational Unit. For the evaluation of the variables Difficulties in literacy, the standardized instruments T.A.L.E, VMI, PROLEC-R were used. and for the evaluation of Emotional Intelligence Skills, the Perceived Emotional Intelligence Scale (PTMMS-24) applied to the child's parent / guardian and the Student Observation Scale for the tutor teacher was used. The main results establish that the syntactic processes that allow the visual discrimination necessary for the consolidation of the grapheme and the use of punctuation marks are presented with Severe Difficulty more frequently in children with difficulties in literacy, this has an impact on the low level of development of spontaneous writing. Identified within the family context, the father / mother / guardian perceives the ability of emotional repair with excellent development most often in children. While in the school context the teacher tutor, perceives the deteriorated presence of life and well-being skills, emotional self-regulation and emotional clarity, however, they have to enhanced their social skills such as empathy
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Habilidades emocionales, inteligencia emocional, dificultades en la lectoescritura, intervención.