Pautas de crianza y el desarrollo cognitivo.
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Date
2020-05-28
Authors
Loaiza Espinal, Katherin Johanna
Ávila Varela, Leidy Vanessa
Advisors
Gómez Cabal, Viviana
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios - UNIMINUTO
Type
Thesis
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)
Abstract
Las pautas de crianza han venido siendo objeto de estudio en la medida que se ha reconocido su impacto tanto en el desarrollo del niño como en la dinámica académica. La investigación tiene como objetivo determinar la incidencia entre las pautas de crianza y el desarrollo cognitivo, en niños que presentan alto y bajo rendimiento académico del grado quinto de una institución pública de nivel socio económico bajo del Municipio de Tuluá (Valle), el estudio se hace bajo un diseño cuantitativo descriptivo no experimental. Se cuenta con una muestra de 11 estudiantes y sus padres de familia. Para la recolección de datos se aplica la Escala de Funcionamiento Parental (EFP) la cual determina el tipo de pautas de crianza ejercidas en las familias y el cuestionario Cumanés que aporta información sobre el índice de desarrollo neuropsicológico. A través de la estadística descriptiva se logra identificar que los factores y pautas de crianza ejercidos en cada grupo familiar inciden en el rendimiento académico más no es determinante en su desarrollo cognitivo.
Child-rearing patterns have been studied to the extent that their impact on both child development and academic dynamic has been recognized. The research aims to determine the incidence between parenting patterns and cognitive development, in children with high and low academic performance from grade 5th at a low socio-economic public school in Tuluá (Valle), the study is done under a quantitative descriptive design not experimental. It has a sample of 11 students and their parents. For the collection of data, the Parental Functioning Scale (PFS) is applied, which determines the type of parenting patterns exercised in families and the “Cumanés” questionnaire that provides information on the neuropsychological development index. Through descriptive statistics, it is possible to identify that the factors and patterns of upbringing exerted in each family group have an impact on academic performance, but it is not decisive in their cognitive development.
Child-rearing patterns have been studied to the extent that their impact on both child development and academic dynamic has been recognized. The research aims to determine the incidence between parenting patterns and cognitive development, in children with high and low academic performance from grade 5th at a low socio-economic public school in Tuluá (Valle), the study is done under a quantitative descriptive design not experimental. It has a sample of 11 students and their parents. For the collection of data, the Parental Functioning Scale (PFS) is applied, which determines the type of parenting patterns exercised in families and the “Cumanés” questionnaire that provides information on the neuropsychological development index. Through descriptive statistics, it is possible to identify that the factors and patterns of upbringing exerted in each family group have an impact on academic performance, but it is not decisive in their cognitive development.
Description
Determinar la incidencia existente entre las pautas de crianza y el desarrollo cognitivo de los estudiantes de grado quinto del Colegio Aguaclara del Municipio de Tuluá.
Keywords
Estilos de crianza, Familia, Desarrollo cognitivo, Desempeño escolar, Pautas de crianza, Parenting styles, Family, Cognitive development, School performance