ESTIMULACIÓN TEMPRANA DEL LENGUAJE DENTRO DEL CONTEXTO FAMILIAR EN NIÑOS ENTRE 0-3 AÑOS DE LA COOP. SAN EDUARDO
Fecha
2020-03
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
Resumen
En el presente trabajo, de metodología cualitativa, la particularidad de la experiencia a sistematizar es la estimulación temprana del lenguaje dentro del contexto familiar en niños de entre 0-3 años de la cooperativa San Eduardo. Mediante la aplicación de la mencionada modalidad se pretende dar respuesta a la interrogante, ¿qué factores de la familia influyen en el desarrollo del lenguaje en niños de cero a tres años de la Cooperativa San Eduardo?, planteada a partir de la recuperación, la reconstrucción y análisis de la información obtenida sobre un aspecto evidenciado en el ejercicio de prácticas pre-profesionales del octavo semestre de la carrera de Psicología, realizadas en la Fundación “Huerto de los Olivos”. Los datos analizados para emitir respuesta a esta interrogante se obtuvieron a partir de la aplicación de diversas herramientas como: guía de observación, entrevista socio-psicológica, grupo focal y memoria técnica. Se extrae información relevante sobre elementos económicos, sociales, culturales, educativos transgeneracionales, psicológicos que evidencian dificultades en la adquisición del lenguaje y alteraciones en el desarrollo de este. Estas problemáticas de carácter psicosocial demandan la generación de propuestas encaminadas a instruir a la población en temas relacionados a estimulación del lenguaje en edades tempranas, funciones de la familia, escuela para padres, entre otros detallados en la sección de conclusiones y recomendaciones
The present work, of qualitative methodology, the particularity of the experience is to systematize the early language stimulation within the family context in children between 0-3 years of the San Eduardo cooperative. Through the application of the aforementioned modality it is intended to answer the question, What factors of the family influence the development of language in children from zero to three years of the San Eduardo cooperative?, raised from the recovery, reconstruction and analysis of the information obtained from an aspect evidenced in the exercise of pre-professional practices of the eighth semester of the Psychology career made thanks to the opening provided by the “Huerto de los Olivos” foundation. The data analyzed to issue an answer to this question were obtained from the application of various tools such as: observation guide, socio-psychological interview, focus group and technical memory. Relevant information is extracted on economic, social, cultural, educational, transgenerational, psychological elements that cause difficulties in language acquisition and deviations in the development of language in children of the families involved. These implications of a psychosocial nature motivate the generation of proposals aimed at educating the population on issues related to language stimulation at an early age, family functions, school for parents, among others detailed in the conclusions and recommendations section
The present work, of qualitative methodology, the particularity of the experience is to systematize the early language stimulation within the family context in children between 0-3 years of the San Eduardo cooperative. Through the application of the aforementioned modality it is intended to answer the question, What factors of the family influence the development of language in children from zero to three years of the San Eduardo cooperative?, raised from the recovery, reconstruction and analysis of the information obtained from an aspect evidenced in the exercise of pre-professional practices of the eighth semester of the Psychology career made thanks to the opening provided by the “Huerto de los Olivos” foundation. The data analyzed to issue an answer to this question were obtained from the application of various tools such as: observation guide, socio-psychological interview, focus group and technical memory. Relevant information is extracted on economic, social, cultural, educational, transgenerational, psychological elements that cause difficulties in language acquisition and deviations in the development of language in children of the families involved. These implications of a psychosocial nature motivate the generation of proposals aimed at educating the population on issues related to language stimulation at an early age, family functions, school for parents, among others detailed in the conclusions and recommendations section
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Lenguaje,, familia, niños