scholarly journals Acercamiento a un programa de fortalecimiento de habilidades sociales en la etapa preoperacional a través del juego simbólico. Program to strengthen social skills in the pre-operational stage through the symbolic games.

Psicoespacios ◽  
2015 ◽  
Vol 9 (14) ◽  
pp. 161
Author(s):  
María Camila Giraldo Agudelo ◽  
María Teresa Gómez López ◽  
Olena Klimenko

Program to strengthen social skills in the pre-operational  stage through the symbolic games. Resumen Articulo presenta resultados de investigación realizada como trabajo de grado para optar el título de psicólogo orientada a diseñar un Programa de fomento de habilidades sociales en los niños de edad preescolar mediante el juego simbólico. Se utilizó un diseño bibliográfico con técnicas de análisis intra e intertextual y como instrumento la ficha bibliográfica. Para el diseño del programa se tuvo en cuenta el juego simbólico como medio principal del desenvolvimiento del niño en la edad preescolar, a partir del cual se diseñaron diferente tipo de actividades para el fomento de las principales habilidades sociales necesarias para una óptima formación y desarrollo de ser humano en la infancia. Palabras clave: Habilidades sociales, etapa preoperativa, juego simbólico. Abstract   Article presents results of research conducted as degree to qualify the title of psychologist and aimed to design a programme for the promotion of social skills in children of preschool age through symbolic play. It was used a bibliography design with intra and intertextual analysis and as an instrument used the bibliography diagram. Symbolic play was used how the primary means of the development of the child in the preschool, it was designed different types of activities for the promotion of major social skills necessary for an optimal training and development of human being the childhood.   Keywords: Social skills, preoperational stage, symbolic game.

10.14201/3165 ◽  
2009 ◽  
Vol 21 (1) ◽  
Author(s):  
Petra María Pérez Alonso-geta

RESUMEN: ntendemos la creatividad como destreza adquirible, como un rasgo del que participan todos los seres humanos, aunque precise ser cultivada. La capacidad de ser creativo es una mezcla de conocimientos, actitudes y habilidades que se pueden conseguir mediante la práctica. Se trata de hacerse con nuevas ideas, saliendo de las rutas trazadas, por la experiencia para conseguir nuevos productos. Desde la escuela es necesario estimular la creatividad para poder afrontar los retos que hoy se plantean, en los distintos ámbitos de la realidad, dando solución a los nuevos problemas. Eeducar para la creatividad es una estrategia de futuro. Palabras clave: creatividad, innovación, educación, creencias, actitudes.ABSTRACT: This paper conceives creativity as an acquirable skill, as a trait shared by every human being. Hhowever, creativity must be developed: the ability of being creative is a blend of knowledge, attitude and skills that can only be learnt through practice. It is about having new ideas and departing from habitual pathways traced by everyday experience in order to obtain new outputs. It is essential to stimulate creativity in school in order to be able to handle efficiently today’s new challenges, which present themselves in different areas of our lives. Teaching creativity is therefore a strategy for the future. Key words: creativity, innovation, education, knowledge, attitude.SOMMAIRE: Nous définissons la créativité comme une habilité que l’on peut atteindre, comme un attribut auquel tous les êtres humains participent, même si elle a besoin d’être cultivée. La capacité d’être créatif est un mélange de connaissances, d’attitudes et d’habilités que l’on peut atteindre moyennant la pratique. Il s’agît de trouver des nouvelles idées, en sortant des chemins existants, à travers l’expérience afin d’obtenir de nouveaux produits. Dès l’école il est nécessaire de stimuler la créativité pour pouvoir affronter les défis actuels, dans les différents domaines de la réalité en apportant des solutions aux nouveaux problèmes. Eenseigner la créativité, c’est une stratégie pour l’avenir.


Author(s):  
Alexander Savchin

The article gives an analysis of problems of formation of skills in children of the senior preschool age to build stories of different types. On the basis of the theoretical analysis of psycho-pedagogical and special literature, based on the main definition of «building a story», a subordinate term is formulated in relation to the topic of the study: «building stories of different types» The psychological and pedagogical conditions of formation of sustainable skills of creation and expedient use of stories of different types in children of the senior preschool age are revealed and substantiated. The components, criteria, indicators and levels of formation of abilities to build a different type of narration in children of the sixth year of life are determined. The stages of formation of persistent skills for building different types of stories by senior preschoolers are singled out. The lack of effective pedagogical technologies in relation to the formation of skills in the children of the senior preschool age to build and expedient use of narration of comprehensive typing significantly reduces the effective preparation of children to school. The proposed pedagogical and motivational technology for the formation of children of the sixth year of a sustainable ability to create stories of various types provides the small person an effective communicative tool, which will definitely promote its self-realization both in school environment and in career, society, own life. The prospects for further research are outlined, such independent types of stories are presented as a story - an instruction and a story - a presentation.


2018 ◽  
Vol 6 (1) ◽  
pp. 45-51
Author(s):  
Eddy Javier Paz Maldonado

La ética en la investigación educativa constituye un factor fundamental que debe ser considerado para la realización de estudios que incluyan la participación de diversos sujetos. Los investigadores deben enfrentarse a escenarios complejos y cumplir con una serie de pautas nacionales e internacionales que tienen como propósito respetar los derechos de las personas que se someten al proceso de investigación en el ámbito educativo. Por esta razón, existen los instrumentos internacionales y tienen como elementos primordiales los principios éticos que incluyen consideraciones sobre la persona, para impedir que sea un simple objeto estudiado. Sin embargo, en la actividad indagativa se presentan diferentes problemas éticos que están relacionados con los participantes, el incorrecto uso de la investigación, el investigador, el plagio y la utilización de datos falsos. En relación al acto ético en la investigación educativa, los educadores han de efectuar responsablemente sus estudios sin perjudicar a ningún ser humano. El objetivo de este trabajo de revisión bibliográfica, es describir la importancia de la ética en la investigación educativa.   Palabras clave: ética de la investigación, investigación educativa, principios éticos. ABSTRACT Ethics in educational research is a fundamental factor that should be considered for the realization ofstudies that include the participation of diverse subjects. Researchers must face complex scenarios andcomplete it with a series of national and international guidelines that are intended to respect the rightsof people who undergo the research process specifically in the field of education. For this reason, thereare international instruments and their main elements are ethical principles that include considerationsabout the person, to prevent it from being a simple object studied. However, in the inquiry activity thereare different ethical problems that are related to the participants, the incorrect use of the research, theresearcher, the plagiarism and the use of false data. In relation to the ethical act in educational research,educators must responsibly conduct their studies without harming any human being. The results affirmthat the ethics applied to the research in education provides to the investigators theoretical,methodological and normative foundations on the moral to achieve the development of the inquiringprocess in a coherent way. The objective of this work of bibliographical review is to describe theimportance of the ethics in educational research.


SITUA ◽  
2020 ◽  
Vol 23 (1) ◽  
Author(s):  
Américo Muñiz Alvarez

Resumen. Se realiza un estudio transversal en estudiantes de medicina de 5to ciclo de Medicina Humana en la Universidad Andina del Cusco, estudiando el perfil psicológico. Se aplican, previo consentimiento informado, los test de Gaston Berger, Impulsividad de Barratt, Agresividad de Buss y Perry, Habilidades Sociales de la OMS y SQR-18 del MINSA y se realiza un análisis de correlaciones entre las distintas variables con el sexo. Los resultados obtenidos más relevantes son que hay un nivel promedio de impulsividad y agresividad. Nivel Promedio-alto y alto en habilidades sociales. Nivel de ansiedad - depresión de 22%; 54.4% de síntomas psicóticos, 10.3% de problemas graves con el consumo de alcohol. Hay escasos niveles de correlación entre las variables. Se recomienda hacer estudios con mayor población y análisis factorial e implementar medidas de soporte emocional y consejería para los estudiantes. Palabras clave:  impulsividad, agresividad, habilidades sociales, síntomas psicológicos Abstract.  A transversal study is carried out in medical students of the 5th cycle of Human Medicine at the Universidad Andina del Cusco, studying the psychological profile. The Gaston Berger, Barratt Impulsivity, Buss and Perry Aggression, WHO Social Skills and SQR-18 MINSA tests are applied with prior informed consent and a correlation analysis between the different variables with sex is performed. The most relevant results obtained are that there is an average level of impulsivity and aggressiveness. Average-high and high in social skills. Level of anxiety - depression of 22%; 54.4% of psychotic symptoms, 10.3% of serious problems with alcohol consumption. There are few levels of correlation between the variables. It is recommended to conduct studies with a larger population and factor analysis and implement measures of emotional support and counseling for students. Key words: impulsivity, aggressiveness, social skills, psychological symptoms


2014 ◽  
Vol 1008-1009 ◽  
pp. 934-937 ◽  
Author(s):  
Xiu Yan Wang ◽  
Ye Xuan Chen

The application of soot-blower is the primary means for solving the fouling and slagging of coal-fired boilers. And appropriate soot-blowing will greatly improve the efficiency of boilers. Therefore, selecting the appropriate type of soot-blower is surely important. This paper analyzes the working principle, technical characteristics, and application scope of steam soot-blowers, gas pulse shock soot-blowers, acoustic soot-blowers and air shock soot-blowers which are common in boilers. It raises a proposal that different types of soot-blowers should be used in different positions of boilers.


Nutrients ◽  
2019 ◽  
Vol 11 (4) ◽  
pp. 730 ◽  
Author(s):  
Kazuya Masuda ◽  
Maureen Chitundu

Early childhood development relies on various micronutrients. We recently reported that home fortification of complementary foods using spirulina reduced the time to attain motor milestones in Zambian infants. The objective of this study is to estimate the long-term associations between spirulina supplementation during the first 1000 days and child gross motor development, fine motor development, language, and personal–social skills at preschool age. We used longitudinal data from a randomized trial conducted in Zambia. In 2015, 501 infants (age, 6–18 months) were provided daily supplements of maize-soy-based porridge with spirulina (SP) and without spirulina (CON). Supplementation period lasted for 16 months. In January 2018, children who participated in the initial trial were resurveyed (CON: 182 children; SP: 188 children; now aged 36–48 months). We assessed the infants’ gross motor development, fine motor development, language, and personal–social skills using a modified version of Malawi Development Assessment Tool. The initial clinical trial registration number was NCT03523182. Children in the SP group had higher scores in gross and fine motor development, language, and social skills than those in the CON group. Home fortification of complementary foods using spirulina during the first 1000 days improved development among Zambian children at preschool age.


Author(s):  
Elena A. Dyboshina ◽  
Lyudmila G. Shadrinа

The analysis of contemporary pedagogical studies, the practice of special pedagogy and psychology shows that the dialogic speech development of preschoolers with mental retardation continues to be an urgent problem in the field of education and upbringing of children with disabilities. We analyze the views of various researchers on the significance of the dialogic speech development of preschoolers. It is noted that despite the apparent simplicity of the dialogue, greater independence from language norms, participation in effective communication presents significant difficulties for children of this category. We also present an analysis of the results of our own diagnostic examination of dialogic speech of senior preschoolers with mental retardation. We reveal the features of performing three tasks by children of senior preschool age in the general education group and a group of children with mental retardation. Tasks revealed the ability of children to answer questions of different types, implement the plot using the characters’ dialogue, and request information. It turned out that children with mental retardation are characterized by a long “inclusion” in the task, poor vocabulary, use of simple phrases, and inability to update their speech and thought capabilities. At the same time, the obtained data allow us to outline a perspective in the development of dialogue of children.


Author(s):  
Alfredo E. Gonzales-Achata ◽  
Pedro L. Quispe-Ticona

<p>El objetivo fue determinar el grado de relación que existe entre el nivel de habilidades sociales y rendimiento académico en el área de ciencias y letras de los estudiantes matriculados en la Facultad de Ciencias de la Educación de la Universidad Nacional del Altiplano de la ciudad de Puno. Se aplicó el inventario de habilidades sociales para una muestra de 119 estudiantes seleccionados a través del muestreo no probabilístico, utilizando la técnica de la encuesta para encontrar el perfil predominante y relacionarlo con el rendimiento académico mediante el coeficiente de correlación de Pearson de la distribución t de Student con un 5% de probabilidad de significancia. Los resultados indican que el nivel de habilidades sociales es de 71.75 puntos que pertenece a la escala de 70 a 79 puntos, equivalente a la categoría media con una desviación estándar de 9.66 puntos; mientras que el nivel de rendimiento académico en el área de ciencias se obtuvo un promedio de 13.82 con una desviación estándar de 2.99 puntos y en el área de letras se registró 14.26 puntos con una desviación estándar de 2.24 puntos, los cuales pertenecen a la categoría regular, por tanto, existe una relación directa de grado medio entre el nivel de habilidades sociales con el de rendimiento académico en el área de ciencias con un valor del coeficiente de correlación de 0.66 y para el área de letras un valor de 0.50.<strong></strong></p><p>Palabras clave: Niveles, habilidades sociales, rendimiento académico, aprendizaje.</p><p><strong> </strong></p><p><strong>ABSTRACT</strong></p><p>The objective was to determine the degree of relationship between the level of social skills and level of academic achievement in the area of science and letters of students enrolled in the Faculty of Education at the National University of Altiplano city Puno. Inventory was applied of social skills for a sample of 119 students selected through non-probability sampling was applied, using the survey technique to find the predominant profile and relate to academic performance by the correlation coefficient Pearson's t-distribution Student with 5% probability of significance. The results indicate that the level of social skills is of 71.75 points belonging to the scale of 70 to 79 points, equivalent to the average category with a standard deviation of 9.66 points; while the level of academic achievement in the sciences a score of 13.82 was obtained with a standard deviation of 2.99 points and in the area of letters 14.26 points recorded with a standard deviation of 2.24 points, which belong to the regular category therefore there is a direct relationship between the average grade level of social skills with the level of academic achievement in the area of science with a value of the correlation coefficient of 0.66 and for the area of letters a value of 0.50</p><p> </p><p> </p>


2020 ◽  
pp. 279-287
Author(s):  
Pablo Jara-Espinoza

Ante la necesidad de contar con criterios de orden que otorguen identidad a la arquitectura, y ante la evidente identidad que posee la arquitectura vernácula, considerando la relación de aproximadamente 3600 años entre humano y entorno, inicia la búsqueda de los criterios de orden de esta arquitectura. Al comprobar que sus criterios provienen del lugar, resulta que la universalidad de la naturaleza está presente en su forma. Mediante el análisis de las similitudes entre la arquitectura vernácula y la arquitectura moderna, se identifica la universalidad de los criterios compartidos. Tanto la arquitectura moderna como la vernácula descubren la forma arquitectónica solo al final de un proceso riguroso, en el que la estrategia estructural es resuelta simultáneamente con el programa y las particularidades del lugar, mediante una serie de decisiones tomadas con autenticidad y solvencia, dan como resultado una forma arquitectónica coherente con el entorno natural y cultural, teniendo como protagonista al ser humano. En este sentido, partiendo de los resultados de la investigación, en la cual, se comprobó que el orden formal de la arquitectura vernácula depende de los factores constantes que el lugar posee, este artículo sintetiza los resultados encontrados para analizarlos desde las similitudes teóricas respecto a la relación entre arquitectura moderna y lugar presente en la obra de Mies van der Rohe. Una vez encontradas las similitudes más evidentes se procede a identificar la universalidad en sus estrategias, de esta manera se obtienen criterios de orden que al ser aplicados otorgan identidad a los proyectos arquitectónicos contemporáneos. Palabras clave: Arquitectura, vernáculo, forma, modernidad, lugar, entorno, identidad. AbstractGiven the need to have order principles that give identity to architecture, and faced with the evident identity that vernacular architecture has, considering the relationship of approximately 3600 years between humans and the environment, the search for order principles for this architecture begins. By confirming that its criteria come from the place, it turns out that the universality of nature is present in its form. Through the analysis of the similarities between vernacular architecture and modern architecture, the universality of the shared criteria is identified. Both, modern and vernacular architecture, discover the architectural form only at the end of a rigorous process, in which the structural strategy is resolved simultaneously with the program and the particularities of the site, through a series of decisions taken with authenticity and solvency, resulting in an architectural form consistent with the natural and cultural environment, with the human being as the protagonist. In this sense, starting from the results of the investigation, in which it was proved that the formal order of the vernacular architecture depends on the constant factors that the place has, this article synthesizes the results found and analyzes them by taking into account the theoretical similarities between modern architecture and the place present in Mies van der Rohe's work. Once the most evident similarities are found, the universality in their strategies is identified; in this way, order criteria are obtained, that when applied, give identity to contemporary architectural projects. Keywords: Architecture, vernacular, form, modernity, place, environment, identity.


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