Factores asociados al desarrollo de lenguaje en niños que asisten a dos centros educativos iniciales en un asentamiento humano en Pachacutec, Ventanilla, Callao
Fecha
2018
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Universidad Antonio Ruiz de Montoya
Resumen
La infancia temprana es la etapa más crucial del desarrollo humano. Las experiencias tempranas forman parte del cimiento del cerebro, que es el centro del crecimiento integral del niño. Los ambientes en donde el niño se desenvuelve directamente es el hogar y el centro de educación inicial. La pobreza impide que los niños alcancen su máximo potencial de desarrollo, representando un factor de riesgo para el desarrollo cognitivo. Se ha identificado que en la región del Callao, Ventanilla figura como uno de los distritos más pobres de la región. En el Perú, el número de investigaciones que analizan el efecto de los factores individuales, familiares y, principalmente, de la institución educativa en el desarrollo de lenguaje es limitado. El presente estudio tuvo como objetivo conocer cómo afectandichos factores en el desarrollo de lenguaje, a través de una regresión lineal múltiple. Participaron 165 niños de 3 a 5 años que asistían a dos Centros Educativos Iníciales (CEI) del Callao. Para medir el lenguaje en los niños, se empleó el Test de Vocabulario en Imágenes Peabody III (TVIP-III) y para evaluar los factores familiares, se utilizó un cuestionario sociodemográfico y dos escalas adaptadas. Finalmente, para los factores de la IE, se aplicó un cuestionario adaptado a las docentes. Se halló que la edad del niño, los materiales educativos que emplean los padres en la interacción y la infraestructura del CEI presentan un efecto positivo y estadísticamente significativo en el desarrollo de lenguaje del niño.
Early childhood is the most crucial stage of human development. Early experiences are part of the foundation of the brain, which is the center of the child's integral growth. The environments in which the child is directly involved are the home and the preschool. Poverty prevents children from reaching their maximum development potential, representing a risk factor for cognitive development. It has been identified that in Callao region, Ventanillla is one of the poorest community in the region. In Peru, the number of researches that analyze the effect of the individual, family and preschool factors on the development of language is limited. The objective of this study was to know how these factors affect language development, through a multiple linear regression. The research involved 165 children who attended two preschool from Callao. To measure language in children, Test de Vocabulario en Imágenes Peabody III (TVIP-III) was used. To assess family factors, a socio-demographic questionnaire and two adapted scales were used. Finally, for the preschool factors, a questionnaire adapted to the teachers was applied. It was found that the age of the child, the educational materials used by the parents in the interaction and the preschool infrastructure presents a positive and statistically significant effect on the child's language development.
Early childhood is the most crucial stage of human development. Early experiences are part of the foundation of the brain, which is the center of the child's integral growth. The environments in which the child is directly involved are the home and the preschool. Poverty prevents children from reaching their maximum development potential, representing a risk factor for cognitive development. It has been identified that in Callao region, Ventanillla is one of the poorest community in the region. In Peru, the number of researches that analyze the effect of the individual, family and preschool factors on the development of language is limited. The objective of this study was to know how these factors affect language development, through a multiple linear regression. The research involved 165 children who attended two preschool from Callao. To measure language in children, Test de Vocabulario en Imágenes Peabody III (TVIP-III) was used. To assess family factors, a socio-demographic questionnaire and two adapted scales were used. Finally, for the preschool factors, a questionnaire adapted to the teachers was applied. It was found that the age of the child, the educational materials used by the parents in the interaction and the preschool infrastructure presents a positive and statistically significant effect on the child's language development.
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Palabras clave
Psicología educativa, Desarrollo infantil, Desarrollo del lenguaje, Infancia, Educación inicial, Callao (Perú : Provincia Constitucional), Perú, Psicología
Citación
Remy, M. (2018). Factores asociados al desarrollo de lenguaje en niños que asisten a dos centros educativos iniciales en un asentamiento humano en Pachacutec, Ventanilla, Callao [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/51