Publicación: Funcionalidad familiar y su influencia en el desarrollo cognitivo de niños en la edad preescolar de una institución pública de la ciudad de Neiva.
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Cognitive development can be understood as the successive acquisition of increasingly complex logical structures that underlie the different areas and situations that the subject is capable of resolving as he grows. According to Case, R (1989). The development that takes place at this stage is the product of the child´s efforts to understand and act in his or her world. It begins with an innate capacity to adapt to environment, it consists of a series of stages that represent the child´s development. At each stage the child´s mind develops a new way of operating, this gradual development happens through 3 interrelated principles: organization, adaptation and balance, which results in the maturation of the child. In this regard, Agudelo (2005), stated that family functions are related to different psychological, biological and social acts that are present in the relationships that occur with family members and that make it possible to carry out the usual information on communication, affection, authority and upbringing of family members and subsystems. In the present study, a study was carried out with 35 students who were in the morning and afternoon preschool grades at the Maria Cristina Arango Educational Institution in the Pinos. Where the application of the Neuropsychological Battery for Preschoolers BANPE was made to establish a characterization of the cognitive development of children and the Family Functionality Test APGAR to review the functioning of their family nucleus. The objective was to determine the influence of family functionality on the cognitive development of preschool children in a public educational institution in Neiva. According to the data thrown through the different variables immersed in the cognitive processes (BANPE) such as: orientation, memory, comprehension, expression, articulation, coordination, academic skills, inhibition, working memory, mental flexibility, planning, abstraction, theory of mind, risk – benefit processing and identification of emotions; an in it, the correlation with the familiar APGAR questionnaire is made, where a prevalence in the variables of academic skills – mental flexibility and risk – benefit processing was identified.