Musicoterapia como proceso facilitador del aprendizaje en niños con TDAH del centro de estimulación temprana “Armonikos” de Guayaquil.
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2020-06
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Universidad de Guayaquil -Facultad de Ciencias Psicológicas
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El trabajo de titulación que se presenta busca dar a conocer nuestras experiencias dentro del campo de la musicoterapia como herramienta facilitadora de aprendizaje en niños con TDAH, para iniciar el proceso de musicoterapia se propuso la “observación científica”. La observación facilitó el aprendizaje sobre musicoterapia en los autores para el uso eficiente, por lo que pretendemos responder al eje ¿cómo la observación facilitó el aprendizaje sobre musicoterapia en los estudiantes de psicología?, la metodología utilizada es cualitativa de tipo descriptiva y la sistematización de experiencia, se utilizó la recolección de datos mediante: Observación simple no participativa, observación participativa y entrevista abierta. La experiencia se llevó a cabo en el centro de estimulación temprana “Armonikos” en Guayaquil, durante el periodo de 5 de enero del 2016 hasta el 24 de mayo del 2016, con un total de 8 niños de entre 3 a 7 años de edad. Esta sistematización tiene como finalidad de que puedan ser utilizadas como recomendaciones a futuros practicantes dentro del contexto de musicoterapia para alcanzar un mayor grado de comprensión. La observación fue utilizada para la adquisición de conocimiento, el mismo que se recomienda utilizar en el contexto de la musicoterapia para el aprendizaje y práctica del mismo. En conclusión, se resolvieron dudas e incógnitas que son respondidas y respaldadas con las bases teóricas de autores con la intención de generar validez y confiabilidad. Se analizaron aspectos observados durante el proceso musicoterapéutico que nos permitirán profundizar en la atención y alcanzar mayor comprensión y resultados prácticos.
The degree work that is presented seeks to publicize our experiences in the field of music therapy as a facilitating tool for learning in children with TDAH, to start the musictherapy process, the “scientific observation” was proposed. Observation facilitated learning about music therapy in the authors for efficient use, so we intend to respond to the axis: how does observation facilitate learning about musictherapy in psychology students? The methodology used is qualitative, descriptive, and the systematization of experience, data collection was used through: Simple nonpartitive observation, participatory observation and open interview. The experience was carried out at the "Armonikos" early stimulation center in Guayaquil, during the period from January 5, 2016 to May 24, 2016, with a total of 8 children between 3 and 7 years old. The purpose of this systematization is that they can be used as recommendations to future practitioners within the context of music therapy to achieve a greater degree of understanding. Observation was used to acquire knowledge, which is recommended to be used in the context of music therapy for learning and practicing it. In conclusion, doubts and unknowns were resolved that are answered and supported with the theoretical bases of the authors with the intention of generating validity and reliability. Aspects observed during the music- therapeutic process were analyzed, which will allow us to deepen our attention and achieve greater understanding and practical results
The degree work that is presented seeks to publicize our experiences in the field of music therapy as a facilitating tool for learning in children with TDAH, to start the musictherapy process, the “scientific observation” was proposed. Observation facilitated learning about music therapy in the authors for efficient use, so we intend to respond to the axis: how does observation facilitate learning about musictherapy in psychology students? The methodology used is qualitative, descriptive, and the systematization of experience, data collection was used through: Simple nonpartitive observation, participatory observation and open interview. The experience was carried out at the "Armonikos" early stimulation center in Guayaquil, during the period from January 5, 2016 to May 24, 2016, with a total of 8 children between 3 and 7 years old. The purpose of this systematization is that they can be used as recommendations to future practitioners within the context of music therapy to achieve a greater degree of understanding. Observation was used to acquire knowledge, which is recommended to be used in the context of music therapy for learning and practicing it. In conclusion, doubts and unknowns were resolved that are answered and supported with the theoretical bases of the authors with the intention of generating validity and reliability. Aspects observed during the music- therapeutic process were analyzed, which will allow us to deepen our attention and achieve greater understanding and practical results
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Musicoterapia, TDAH, aprendizaje