Luis Quintanar

Evaluación del desarrollo simbólico en niños preescolares mexicanos

Resumen Según el paradigma del desarrollo histórico-cultural, la adquisición y el dominio de signos y símbolos es un aspecto central del desarrollo en la edad preescolar. Del nivel de la adquisición de la función simbólica depende, entre otros aspectos, el éxito del niño en la escuela primaria. El objetivo de este artículo es presentar los resultados de la evaluación del desarrollo simbólico en niños mexicanos preescolares urbanos y suburbanos, a través de la aplicación del método de pictogramas. En el estudio participaron 60 niños preescolares: 30 de escuelas urbanas y 30 de escuelas suburbanas. Se valoró la habilidad de los niños para representar distintos tipos de conceptos: concretos, abstractos y religiosos. Se comparó la eficacia del recuerdo directo y recuerdo mediatizado a través de los pictogramas realizados. Se analizaron las cualidades de la producción de pictogramas (imágenes gráficas). Los resultados que todos los niños lograron utilizar el signo (imagen) como medio para el recuerdo voluntario, cuya eficiencia fue mayor que en el recuerdo directo. Sin embargo, se encontraron grandes dificultades representativas en las ejecuciones simbólicas de los niños. Se establecieron las particularidades típicas más frecuentes en las ejecuciones: producción de imagen estereotipada y perseveratoria de figura humana sin representación de sus rasgos esenciales. Se discute que en las instituciones preescolares no se explotan adecuadamente las posibilidades del desarrollo simbólico y de la adquisición de la actividad gráfica en la edad preescolar.

Effect of mechanical tactile noise on amplitude of visual evoked potentials: multisensory stochastic resonance

The present investigation documents the electrophysiological occurrence of multisensory stochastic resonance in the human visual pathway elicited by tactile noise. We define multisensory stochastic resonance of brain evoked potentials as the phenomenon in which an intermediate level of input noise of one sensory modality enhances the brain evoked response of another sensory modality. Here we examined this phenomenon in visual evoked potentials (VEPs) modulated by the addition of tactile noise. Specifically, we examined whether a particular level of mechanical Gaussian noise applied to the index finger can improve the amplitude of the VEP. We compared the amplitude of the positive P100 VEP component between zero noise (ZN), optimal noise (ON), and high mechanical noise (HN). The data disclosed an inverted U-like graph for all the subjects, thus demonstrating the occurrence of a multisensory stochastic resonance in the P100 VEP.

Evaluación de las habilidades matemáticas previas en niños preescolares urbanos y rurales

Resumen La dificultad en la adquisición de las matemáticas es uno de los problemas más frecuentes en los primeros años de la escuela primaria. Tradicionalmente la detección y el diagnóstico de estos niños se realizan cuando dichas dificultades ya son evidentes y se expresan en problemas generales de aprendizaje. Lamentablemente se presta poca atención a la valoración de los aspectos psicológicos de la edad preescolar, los cuales, desde el punto de vista de la teoría histórico-cultural, permiten prevenir problemas posteriores en el aprendizaje escolar. El objetivo de este artículo es evaluar el nivel de adquisición de las habilidades matemáticas previas en niños mexicanos de escuelas urbanas y rurales. En el estudio participaron 77 niños preescolares, que fueron evaluados con el “Protocolo de preparación del niño para la escuela” (Quintanar y Solovieva, 2003), el cual valora la consolidación de las habilidades matemáticas previas mediante tareas de correspondencia, igualación de conjuntos y formación y comparación de conceptos empíricos. Los resultados muestran que en ninguna de las poblaciones estudiadas se aprecia un nivel suficiente de desarrollo de las habilidades lógicas elementales. Se enfatiza la necesidad de analizar dichos aspectos del desarrollo psicológico en la etapa preescolar, debido a que un insuficiente desarrollo de las mismas conduce a dificultades en el aprendizaje escolar.

Caracterización neuropsicológica de una población infantil urbana a través de la Evaluación Neuropsicológica Infantil Puebla-Sevilla

Objective. Different neuropsychological instruments for assessment have recently been created, however it is necessary to continue with research in this field, combining the possibilities of quantitative and qualitative 1 La investigacion se llevo a cabo a traves del proyecto de tesis de maestria sin tener financiamiento externo.

The Formation of Initial Components of Number Concepts in Mexican Children

The initial formation of number concept represents one of the essential aspects of learning mathematics at the primary school. Children commonly show strong difficulties and absence of comprehension of symbolic and abstract nature of concept of number. The objective of the present study was to show the effectiveness of original method for introduction of elements of concept of number. A pre- and post- test descriptive quantitative and qualitative design was used with an experimental group of Mexican suburban children from Grade 1 of the primary school. The original method for formation of components of concept of number was applied to children from experimental group. The duration of the application was six months in the classroom three days per week. The program included specific training of components of number concept: symbolic, logical, numeric, and spatial. The results of the final assessment indicate positive result in experimental group in comparison with absence of changes in control group. The authors conclude that the method could be useful for organizing pedagogical methodology in Mexican primary schools.

Formation of Drawing Activity in Mexican Pre-school Children

The pre-school age is the period of great importance for psychological development and preparation for school. The process of learning and achievements at school depends on the types of activities selected at pre-school level. Unfortunately, it is often to find out that introduction of writing and reading is among the most common activities in pre-school institutions all over the world. Instead of this, we propose drawing as suitable activity for children development. The original program for gradual formation of drawing by stages was elaborated. The program is based on the usage of the zone of proximate development and considers psychological structure of graphic activity. The program was applied in different pre-school institutions in Mexico. All children were tested before and after application of the program. Before the program, all children have shown absence of developed drawing activity. After program application all children showed qualitative positive achievements in graphic activity, such as spatial global and analytic orientation, essential features, and shapes of represented objects. We conclude that drawing is extremely useful activity for preparation for school learning, especially for writing process. Our program may be used in pre-school institutions in order to guarantee correspondent level or preparation for school learning.

Stages for Introduction of Drawing Actions in Pre-School Age

The process of learning and achievements at school depends on the types of activities selected at pre-school level. Unfortunately, it is often to find out that introduction of writing and reading is among the most common activities in pre-school institutions all over the world. According to historical and cultural conception of development, artistic and creative activities are useful and helpful at pre-school age. The goal of the article is to show the efficiency of original program for initial introduction of drawing actions at pre-school age. The original program for gradual formation of drawing by stages was applied in private college in Puebla (Mexico). The program included three stages and worked as joint activities in groups of pre-scholars of three grades. After program application children showed qualitative positive achievements in graphic representations of objects, spatial orientation, number of drawings and of essential features of represented real and imaginary objects and situations. We conclude that drawing is extremely useful activity for preparation for school and introducing space orientation on perceptive level. Our program may be used in pre-school institutions in order to guarantee required level psychological development at pre-school age.

Neuropsychological Treatment of Attention Deficit Disorder in Infancy

The syndrome of attention deficit disorder is one of the most frequent pictures of disabilities in pre-scholars. The present study analyses the results of fulfillment of tasks for mechanisms of control and spatial functions. 14 pre-scholars with attention deficit disorder took part in the study. The neuropsychological evaluation was applied before and after application the correction program. The most significant differences were obtained for the functions of voluntary regulation and spatial functions. The program of neuropsychological correction was elaborated and applied 64 sessions. The main goals of the program were to form the action of material external control by introducing activity of role games. The program included orientation in games, perception, spatial relations and solving problems at the level of concrete actions and concrete images and drawing. The results of final neuropsychological evaluation pointed out significant differences between initial and final evaluation for functions of regulation and spatial functions. The comparison of initial and final assessment shows the disappearance of difficulties in some tasks. The discussion establishes positive effects of neuropsychological correction without medication. The results permit to complete the comprehension of the syndrome and propose the original treatment according to the concept of central mechanisms considered in neuropsychology.

El desarrollo de neoformaciones a través del juego y del cuento en niños preescolares

Resumen El presente trabajo tiene por objetivo establecer los efectos de un método educativo alternativo para niños preescolares, basado en las premisas teóricas de la psicología histórico-cultural. El programa incluyó actividades de juego temático de roles introducido por etapas y lectura y análisis de cuentos. Para la organización del juego se tomaron aspectos específicos de la propuesta de Elkonin (1980) y para el análisis de cuentos se consideró la propuesta de Tsvetkova (1999). Los niños del grupo experimental y del grupo control fueron evaluados únicamente después de la aplicación del programa. El protocolo de evaluación consideró las formaciones psicológicas nuevas de la edad preescolar. Para el análisis cuantitativo de los resultados se aplicó la prueba U de Mann Whitney mostrando diferencias significativas a favor del grupo experimental en todas las tareas valoradas con una p ≤. 05. El análisis cualitativo se basó en la caracterización de las neoformaciones psicológicas de la edad preescolar, establecidas por Salmina y Filimonova (2001) y Davidov (1988). Los resultados sugieren la utilidad del programa utilizado para la adquisición de las neoformaciones psicológicas de la edad preescolar, tales como la actividad voluntaria, la reflexión y la personalidad.