Análisis del desarrollo infantil en escolares de 5 a 6 años de zona rural y urbana de la Región del Bíobío, Chile
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Fecha
2022
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Facultad/escuela
Idioma
es
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Federacion Espanola de Docentes de Educacion Fisica
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Attribution-NonCommercial-NoDerivatives 4.0 International
CC BY-NC-ND 4.0
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Licencia CC
https://creativecommons.org/licenses/by-nc-nd/4.0/
Resumen
El estudio tuvo como objetivo analizar las diferencias en el desarrollo infantil en las dimensiones de motricidad, lenguaje, cognición y estado socioemocional en escolares de cinco y seis años pertenecientes a una escuela rural y otra urbana de la región del Biobío en Chile. El estudio fue observacional de corte transversal, con características descriptivas y analíticas. La muestra fue compuesta por 28 escolares de ambos sexos, distribuidos en siete niñas y siete niños de una zona rural (5.7±0.5 años) y siete niñas y siete niños de una zona urbana (5.6±0.6 años), seleccionada de forma no probabilística por conveniencia. Se evaluó el desarrollo infantil por medio del Test de Aprendizaje del Desarrollo Infantil (TADI). Los resultados muestran que existen diferencias significativas en los puntajes promedio de las dimensiones motriz y cognitiva (p˂0.05), con mejores resultados en los escolares de la zona rural. No hubo diferencias significativas en las dimensiones de lenguaje y estado socioemocional (p˃0.05), además se evidencia una relación positiva directa entre las dimensiones motriz y socioemocional para la zona urbana (p˂0.05). Se concluye que existen diferencias significativas en el desarrollo infantil entre los escolares pertenecientes a la zona rural y a la zona urbana, específicamente en las dimensiones motriz y cognitiva, con mejores resultados para los escolares de la zona rural.
The objective of the study was to analyze the differences in child development in the dimensions of motor skills, language, cognition, and socio-emotional state in five- and six-year-old school children belonging to a rural and an urban school in the Biobío region of Chile.The study was cross-sectional observational, with descriptive and analytical characteristics. The sample consisted of 28 school children of both sexes, seven girls and seven boys from rural areas (5.7 ± 0.5 years) and seven girls and seven boys from urban areas (5.6 ± 0.6 years) selected in a non-probabilistic way for convenience. Child development was assessed through the Child Development Learning Test (TADI).The results show that there are significant differences in the average scores of the motor and cognitive dimensions (p<0.05), with better results in school children in rural areas.There were no significant differences in the dimensions of language and socio-emotional state (p>0.05), in addition there was a direct positive relationship between the motor and socioemotional dimensions for the urban area (p<0.05). Therefore, it is concluded that there are significant differences in child development between school children belonging to rural and urban areas, specifically in the motor and cognitive dimensions, with better results for school children in rural areas. © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF).
The objective of the study was to analyze the differences in child development in the dimensions of motor skills, language, cognition, and socio-emotional state in five- and six-year-old school children belonging to a rural and an urban school in the Biobío region of Chile.The study was cross-sectional observational, with descriptive and analytical characteristics. The sample consisted of 28 school children of both sexes, seven girls and seven boys from rural areas (5.7 ± 0.5 years) and seven girls and seven boys from urban areas (5.6 ± 0.6 years) selected in a non-probabilistic way for convenience. Child development was assessed through the Child Development Learning Test (TADI).The results show that there are significant differences in the average scores of the motor and cognitive dimensions (p<0.05), with better results in school children in rural areas.There were no significant differences in the dimensions of language and socio-emotional state (p>0.05), in addition there was a direct positive relationship between the motor and socioemotional dimensions for the urban area (p<0.05). Therefore, it is concluded that there are significant differences in child development between school children belonging to rural and urban areas, specifically in the motor and cognitive dimensions, with better results for school children in rural areas. © Copyright: Federación Española de Asociaciones de Docentes de Educación Física (FEADEF).
Notas
Indexación: Scopus.
Palabras clave
Child development, Motor activity, Rural population, Students, Urban population
Citación
Retos, Volume 45, Pages 551 - 559, 2022
DOI
10.47197/retos.v44i0.90680