Reconocimiento de las emociones en niƱos con TEA para la potenciaciĆ³n de aprendizajes
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Fecha
2019
Profesor/a GuĆa
Facultad/escuela
Idioma
es
TĆtulo de la revista
ISSN de la revista
TĆtulo del volumen
Editor
Universidad AndrƩs Bello
Nombre de Curso
Licencia CC
Licencia CC
Resumen
El presente artĆculo da cuenta de un estudio acerca del Trastorno del Espectro Autista (TEA) en niƱos que se encuentran en educaciĆ³n preescolar. Se trata de una potenciaciĆ³n psicopedagĆ³gica cuyo propĆ³sito general ha sido analizar si el reconocimiento emocional en este tipo de niƱos posibilita una mejora en sus aprendizajes. En este contexto, se trabajĆ³ con una muestra de 6 niƱos provenientes del Colegio Mounier, ubicado en la comuna de Las Condes, Santiago de Chile. Aunque se trata de un estudio cualitativo, en tĆ©rminos del enfoque y los instrumentos empleados, las acciones se organizaron siguiendo un diseƱo de potenciaciĆ³n equivalente al denominado de series cronolĆ³gicas. Por ello, se midieron las Zonas de Desarrollo Real (ZDR) de cada niƱo que fue evaluado, antes de haber sido intervenidos psicopedagĆ³gicamente, para luego de varias sesiones reevaluarlos y evidenciar los cambios observables en lo que se denomina la Zona de Desarrollo PrĆ³ximo (ZDP). Las evaluaciones respectivas se basaron en pruebas informales psicopedagĆ³gicas, que consistieron en el reconocimiento de 4 emociones en especĆfico (felicidad, tristeza, enojo y sorpresa). El conocimiento de las emociones se desarrollĆ³ en 8 sesiones psicopedagĆ³gicas. En este artĆculo se recalca la importancia de la PsicopedagogĆa dentro de la educaciĆ³n, en tĆ©rminos de cĆ³mo esta ciencia tiene un impacto positivo dentro del aprendizaje en alumnos de preescolar. EspecĆficamente, se pudo observar, concluir y relevar en la importancia de la vinculaciĆ³n y las relaciones afectivas que se logran dentro del aprendizaje, las cuales facilitan la experiencia educativa de los alumnos
This article reports a study about Autism Spectrum Disorder (ASD) in children in preschool education. It is a psycho-pedagogical intervention whose general purpose has been to analyze whether emotional recognition in this type of children allows an improvement in their learning. In this context, we worked with a sample of 6 children from Mounier School, located in the Las Condes commune, Santiago, Chile. Although it is a qualitative study, in terms of the approach and the instruments used, the actions were organized following an intervention design equivalent to the so-called chronological series. Therefore, the Real Development Zones (ZDR) of each child that was evaluated were measured, before having been intervened psycho-pedagogically, after several sessions re-evaluating them and evidencing the observable changes in what is called the Next Development Zone ( ZDP). The respective evaluations were based on informal psycho-pedagogical tests, which consisted of the recognition of 4 specific emotions (happiness, sadness, anger, and surprise). The knowledge of emotions was developed in 8 psycho-pedagogical interventions. This article emphasizes the importance of Psychopedagogy in education, in terms of how this science has a positive impact on learning in preschool students. Specifically, it was possible to observe, conclude and highlight the importance of bonding and emotional relationships that are achieved within learning, which facilitate the educational experience of students
This article reports a study about Autism Spectrum Disorder (ASD) in children in preschool education. It is a psycho-pedagogical intervention whose general purpose has been to analyze whether emotional recognition in this type of children allows an improvement in their learning. In this context, we worked with a sample of 6 children from Mounier School, located in the Las Condes commune, Santiago, Chile. Although it is a qualitative study, in terms of the approach and the instruments used, the actions were organized following an intervention design equivalent to the so-called chronological series. Therefore, the Real Development Zones (ZDR) of each child that was evaluated were measured, before having been intervened psycho-pedagogically, after several sessions re-evaluating them and evidencing the observable changes in what is called the Next Development Zone ( ZDP). The respective evaluations were based on informal psycho-pedagogical tests, which consisted of the recognition of 4 specific emotions (happiness, sadness, anger, and surprise). The knowledge of emotions was developed in 8 psycho-pedagogical interventions. This article emphasizes the importance of Psychopedagogy in education, in terms of how this science has a positive impact on learning in preschool students. Specifically, it was possible to observe, conclude and highlight the importance of bonding and emotional relationships that are achieved within learning, which facilitate the educational experience of students
Notas
Tesis (Psicopedagogo, Licenciado en EducaciĆ³n)
Palabras clave
Autismo Infantil, EducaciĆ³n, Investigaciones