ESTILOS PARENTALES EN NIÑOS DE 6 A 11 AÑOS CON DIFICULTADES DE APRENDIZAJE DEL SECTOR DE MONTE SINAI
Fecha
2019-08
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Universidad de Guayaquil Facultad de Ciencias Psicológicas
Resumen
El presente trabajo de investigación tiene como fin comprender la experiencia vivida a través del servicio comunitario, por medio de un acercamiento bajo la modalidad de sistematización de experiencias, desarrolladas dentro del proyecto “Niñez Positiva” y, tomando como muestra a los beneficiarios directos de la Fundación Huerto de los Olivos del sector Monte Sinaí. Dicho desarrollo estuvo dirigido hacia la identificación del estilo parental que presenta predominio, y cómo este estilo se evidencia en los niños y niñas que manifiestan dificultades en su aprendizaje. El eje de la sistematización consiste en identificar cuáles son los estilos parentales que predominan en estos grupos familiares, ya que desde cada familia se establecen diferentes pautas de crianza, que están mediados por una serie de factores (educativo, socio económico y cultural) que influyen en la crianza de niños y niñas. La metodología utilizada fue la sistematización de experiencias de corte cualitativo – descriptiva, y para dicho proceso se utilizó: diario de campo, planificación de actividades, fotografías, entrevistas y la observación. Los resultados determinaron que los estilos con mayor predominio fueron: el permisivo-negligente y el autoritario-represivo, los mismos que conllevan a que se desarrollen esquemas de abandono, sentimientos de incompetencia, inhabilidad, privación emocional y desconfianza en los niños, lo que a su vez tiene una repercusión directa en su proceso de aprendizaje. Así mismo, tras la obtención de los datos, se realizaron acciones de promoción, prevención y atención dirigidas a los padres de familia para aportarles nuevos estilos de parentalidad y educación; en especial, en aquellos casos que presentaron dificultades de aprendizaje. De esta manera, se elaboró un plan estratégico que promueve y fortalece estilos parentales adecuados, que permiten disminuir o sobrellevar dichas dificultades de aprendizaje, con el fin de lograr el bienestar en niñas y niñas, en las distintas áreas de su desarrollo
The purpose of this research work is to understand the experience lived through the community service, through an approach under the method of systematization of experiences, developed within the “Niñez Positiva” (Positive Childhood) project and, taking as a sample the direct beneficiaries of the Huerto de los Olivos Foundation of the Monte Sinaí sector. This development was directed towards the identification of the parenting style that has a predominance, and how this style is evidenced in children who manifest difficulties in their learning. The axis of the systematization consists in identifying which are the parenting styles that predominate in these family groups, since from each family different parenting patterns are established, which are mediated by a series of factors (educational, socio-economic and cultural) that influence in raising children. The methodology used was the systematization of experiences with a qualitative-descriptive focus, and for this process it was used: field diary, activity planning, photographs, interviews and observation. The results determined that the most prevalent styles were: the permissive-neglectful and the authoritarian-repressive, the same ones that lead to the development of abandonment schemes, feelings of incompetence, disability, emotional deprivation and distrust in children, which in turn has a direct impact on their learning process. Likewise, after obtaining the data, promotion, prevention and care actions aimed at parents were carried out to provide them with new styles of parenting and education; especially in those cases that presented learning difficulties. In this way, a strategic plan was developed that promotes and strengthens appropriate parenting styles, which allow to reduce or overcome the aforementioned learning difficulties, in order to achieve well-being in boys and girls, in the different areas of their development
The purpose of this research work is to understand the experience lived through the community service, through an approach under the method of systematization of experiences, developed within the “Niñez Positiva” (Positive Childhood) project and, taking as a sample the direct beneficiaries of the Huerto de los Olivos Foundation of the Monte Sinaí sector. This development was directed towards the identification of the parenting style that has a predominance, and how this style is evidenced in children who manifest difficulties in their learning. The axis of the systematization consists in identifying which are the parenting styles that predominate in these family groups, since from each family different parenting patterns are established, which are mediated by a series of factors (educational, socio-economic and cultural) that influence in raising children. The methodology used was the systematization of experiences with a qualitative-descriptive focus, and for this process it was used: field diary, activity planning, photographs, interviews and observation. The results determined that the most prevalent styles were: the permissive-neglectful and the authoritarian-repressive, the same ones that lead to the development of abandonment schemes, feelings of incompetence, disability, emotional deprivation and distrust in children, which in turn has a direct impact on their learning process. Likewise, after obtaining the data, promotion, prevention and care actions aimed at parents were carried out to provide them with new styles of parenting and education; especially in those cases that presented learning difficulties. In this way, a strategic plan was developed that promotes and strengthens appropriate parenting styles, which allow to reduce or overcome the aforementioned learning difficulties, in order to achieve well-being in boys and girls, in the different areas of their development
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Estilo Parentales, Dificultades de Aprendizaje