ACOMPAÑAMIENTO PSICOEDUCATIVO A NIÑOS DE 7 A 9 AÑOS CON DIFICULTADES EN LECTOESCRITURA EN MAPASINGUE
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2019-09
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
La sistematización realizada fue “ACOMPANAMIENTO PSICOEDUCATIVO
A NIÑOS DE 7 A 9 AÑOS CON DIFICULTADES EN LECTOESCRITURA EN
MAPASINGUE”. Durante la participación de la práctica de servicio comunitario
en la Unidad Educativa “Indoaleman” se describió cada uno de los elementos
observados y adquiridos por medio de la utilización de instrumentos en el
proceso de enseñanza y aprendizaje en niños y niñas que tienen dificultades
para leer o escribir. Además, del contexto educativo se identificó diferentes
situaciones familiares como poca atención de los niños por parte de los padres
en momentos donde presentan algún malestar o características tales como
distracción, agresividad, negatividad en realizar sus tareas o bajos niveles de
relaciones sociales y demás indicadores. El eje y el objetivo de este trabajo de
sistematización comprendieron evaluar las características que tiene el
acompañamiento psicoeducativo a niños de 7 a 9 años con dificultades en
lectoescritura en Mapasingue. La metodología utilizada fue cualitativa con
modalidad de sistematización. Como reflexión crítica se valoró desde el inicio
mediante la observación, cada uno de los elementos encontrados durante el
proceso de acompañamiento psicoeducativo. Es decir, relacionando las
características principales encontradas en el proceso de práctica. Durante el
proceso de práctica se determinó las características del acompañamiento
psicoeducativo que existe en este sector, marcado por los elementos
encontrados como dificultades en la lectoescritura y falencias en el
acompañamiento en la etapa de aprendizaje por parte de la Unidad Educativa.
The systematization carried out was “PSYCHEDUCATIONAL ACCOMPANIMENT TO CHILDREN 7 TO 9 YEARS OLD WITH DIFFICULTIES IN READING IN MAPASINGUE”. During the participation of the community service practice in the “Indoaleman” Educational Unit, each of the elements observed and acquired was described through the use of instruments in the teaching and learning process in children who have difficulty reading or to write. In addition, from the educational context, different family situations were identified as poor attention of children by parents at times where they present some discomfort or characteristics such as distraction, aggressiveness, negativity in performing their tasks or low levels of social relationships and other indicators. The axis and objective of this systematization work included evaluating the characteristics of psychoeducational support for children aged 7 to 9 years with difficulties in literacy in Mapsingue. The methodology used was qualitative with systematization modality. As critical reflection was assessed from the beginning by observation, each of the elements found during the psychoeducational accompaniment process. That is, relating the main characteristics found in the practice process. During the practice process the characteristics of the psychoeducational accompaniment that exists in this sector were determined, marked by the elements found as difficulties in literacy and failures in the accompaniment in the learning stage by the Educational Unit.
The systematization carried out was “PSYCHEDUCATIONAL ACCOMPANIMENT TO CHILDREN 7 TO 9 YEARS OLD WITH DIFFICULTIES IN READING IN MAPASINGUE”. During the participation of the community service practice in the “Indoaleman” Educational Unit, each of the elements observed and acquired was described through the use of instruments in the teaching and learning process in children who have difficulty reading or to write. In addition, from the educational context, different family situations were identified as poor attention of children by parents at times where they present some discomfort or characteristics such as distraction, aggressiveness, negativity in performing their tasks or low levels of social relationships and other indicators. The axis and objective of this systematization work included evaluating the characteristics of psychoeducational support for children aged 7 to 9 years with difficulties in literacy in Mapsingue. The methodology used was qualitative with systematization modality. As critical reflection was assessed from the beginning by observation, each of the elements found during the psychoeducational accompaniment process. That is, relating the main characteristics found in the practice process. During the practice process the characteristics of the psychoeducational accompaniment that exists in this sector were determined, marked by the elements found as difficulties in literacy and failures in the accompaniment in the learning stage by the Educational Unit.
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Palabras clave
Acompañamiento, aprendizaje, dificultades, lectura, escritura