Children’s Cognitive Development in Social Vulnerability: An Interventional Experience

Abstract

This work presents the information resulting from our studies regarding the effects of socioeconomic status (SES) on executive functions (EF). In the same context, we set out a proposal for cognitive intervention to strengthen cognitive resources in the school setting. We conclude that the differences in the cognitive executive system associated with SES are the consequence of the interaction of specific socioeconomic variables and a cognitive impulsivity, as well as lesser linguistic abilities that act as mediating variables in explaining the lower executive achievement associated with SES. Understanding the possible causal socioeconomic indicators and those mediating cognitive variables enables the design of intervention strategies and planning educational and social policies tending to reduce the impact of poverty on cognitive development. Keywords: cognitive development, executive functions, social vulnerability, childrenThe environment in which the nervous system develops influences the brain's structure and its functioning. The experiences that are frequently repeated-whether positive or negative-have impact on the way that the brain is organized. Strengthening of the synaptic elements is achieved through functional validation, in such a way that the brain connects in order to compare the needs in its surroundings (Andersen, 2003). If the environmental in which the child lives does not provide optimal conditions for their development (i.e., nutrition, sensory stimulation, health of the mother, mother/child attachment, etc.), neither the quantity nor the variety of neural pathways will be adequate.There are various environmental factors, beyond nutrition, that can affect the process of brain development, but one of the most crucial is environmental stressors, which impact the biology of the brain, mainly by influencing the body's hormone function (Larson, Gunnar, & Hertsgaard, 1991;Lewis & Thomas, 1990). Toxic stress during the first years of life can affect the development of neural pathways and hormonal systems. Studies undertaken with both humans and animals show that elevated levels of cortisol over a prolonged period can alter the function of the neural system and change the architecture of regions of the brain that are essential for learning and memory. Furthermore, the circuits involved in the regulation of emotions are highly interactive with those associated with EF (such as planning and decision-making), which are intimately involved in the * This work was financed by the National

Trazando puentes entre las neurociencias y la educación. Aportes, límites y caminos futuros en el campo educativo

“…Otro aporte de las neurociencias se relaciona con los entornos enriquecidos, que generan un desarrollo más propicio de las capacidades cognitivas (Greenough, Black & Wallace, 1987;Richaud & Arán Filippetti, 2015). En tal sentido, es necesario generar un ambiente enriquecido para que su aprendizaje sea significativo.…”

Evaluación del programa psicomotor de estimulación para el desarrollo infantil en comunidades vulnerables (PEDICV)

“…Con base en estas consideraciones, diferentes investigaciones han dejado por sentado los efectos negativos que presentan los contextos socialmente vulnerables sobre el desarrollo y la salud de los menores (Jensen et al, 2017;Lipina, 2019;Richaud y Arán-Filippetti, 2015). Las comunidades vulnerables son colectivos mayormente susceptibles a afectaciones o riesgos físicos, psicológicos o cognitivos por desamparo o desprotección.…”

Programa de promoción de la parentalidad positiva en la escuela: un estudio preliminar en un contexto de vulnerabilidad social

“…Estos programas cobran relevancia principalmente para aquellas familias que necesitan de mayor apoyo en su tarea de crianza, como son, entre otras, las que viven en contextos socialmente vulnerables, las cuales presentan determinadas características psicológicas y sociales (e. g. Gómez, Muñoz y Haz, 2007; Hidalgo-García, Lorence-Lara, Pérez-Padilla y Menéndez-Álvarez-Dardet, 2012;Oros y VargasRubilar, 2012;Richaud, 2013;Richaud y Arán-Filippetti, 2015). La mayoría de las investigaciones mencionan diversos factores de riesgo que se retroalimentan y pueden agruparse de la siguiente manera:…”