Actividades físico-lúdicas dirigidas al desarrollo cognitivo de niños de 9 a 11 años con autismo
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2022-03-25
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Universidad de Guayaquil, Facultad de Educación Física, Deportes y Recreación
Resumen
El presente proyecto “Actividades físico-lúdicas dirigidas al desarrollo cognitivo de niños de 9 a 11 años con autismo trae consigo el contexto donde la estimulación cognitiva comprende todas aquellas actividades que permitan estimular, desarrollar, mejorar y mantener las funciones cognitivas del niño (orientación, atención, memoria, lenguaje, funciones ejecutivas, gnosias, praxias, etc.). El autismo es la pluridimensionalidad de la desviación en el desarrollo de múltiples funciones psicológicas, siendo las alteraciones cualitativas del desarrollo social y cognitivo las de mayor incidencia en el campo educativo nos exige como docentes una estricta selección de las pautas educativas, partiendo de una exploración cuidadosa de las características del desarrollo y comportamiento de cada niño dentro de una clase de cultura física. Cada una de dichas capacidades cognitivas tienen un papel específico en el proceso de adaptación a nuestro entorno por ello la estimulación cognitiva temprana de dichas capacidades tiene gran importancia en el aprendizaje de los niños con necesidades educativas especiales ya que les permite mayor autonomía e interacción con el entorno, mejorando su autoestima y disminuyendo la ansiedad desarrollada en niños autistas. Se pone en práctica una metodología cuali-cuantitativa determinando procesos básicos de aprendizaje, en especial en aquellos niños con déficit de atención y mediante una guía de observación analizamos la identidad personal de un niño autista dentro de una clase de cultura física para establecer vínculos sustentables de crecimiento personal y fomentar parámetros de inclusión en todos los niveles socioeducativos.
This project "Physical-leisure activities aimed at the cognitive development of children from 9 to 11 years old with autism brings with it the context where cognitive stimulation includes all those activities that allow stimulating, developing, improving and maintaining the cognitive functions of the child (orientation, attention, memory, language, executive functions, gnosis, praxis, etc.). Autism is the multidimensionality of the deviation in the development of multiple psychological functions, being the qualitative alterations of social and cognitive development the ones with the highest incidence in the educational field, it requires us as teachers a strict selection of educational guidelines, starting from a careful exploration of the characteristics of the development and behavior of each child within a physical culture class. Each of these cognitive abilities has a specific role in the process of adaptation to our environment, therefore the early cognitive stimulation of these abilities is of great importance in the learning of children with special educational needs since it allows them greater autonomy and interaction with the environment. environment, improving their self-esteem and reducing the anxiety developed in autistic children. A qualitative-quantitative methodology is put into practice determining basic learning processes, especially in those children with attention deficit and through an observation guide we analyze the personal identity of an autistic child within a physical culture class to establish sustainable bonds of personal growth and promote inclusion parameters at all socio-educational levels.
This project "Physical-leisure activities aimed at the cognitive development of children from 9 to 11 years old with autism brings with it the context where cognitive stimulation includes all those activities that allow stimulating, developing, improving and maintaining the cognitive functions of the child (orientation, attention, memory, language, executive functions, gnosis, praxis, etc.). Autism is the multidimensionality of the deviation in the development of multiple psychological functions, being the qualitative alterations of social and cognitive development the ones with the highest incidence in the educational field, it requires us as teachers a strict selection of educational guidelines, starting from a careful exploration of the characteristics of the development and behavior of each child within a physical culture class. Each of these cognitive abilities has a specific role in the process of adaptation to our environment, therefore the early cognitive stimulation of these abilities is of great importance in the learning of children with special educational needs since it allows them greater autonomy and interaction with the environment. environment, improving their self-esteem and reducing the anxiety developed in autistic children. A qualitative-quantitative methodology is put into practice determining basic learning processes, especially in those children with attention deficit and through an observation guide we analyze the personal identity of an autistic child within a physical culture class to establish sustainable bonds of personal growth and promote inclusion parameters at all socio-educational levels.
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COGNITIVA, GNOSIAS, PRAXIAS, AUTOESTIMA