Habilidades sociales preescolares: una escala para niños de contextos de pobreza

Lacunza, Ana Betina; Solano, Alejandro Castro; Contini, Norma

doi:10.18800/psico.200901.001

Cited by 17 publications

(6 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The ‘Social Skills Scale for preschool children’ was used [ 6 ]. This scale aimed to assess aspects related to social interaction (among peers, prosocial manifestations, exploration of norms, understanding of emotions, detection of interpersonal behaviours, and the level of cooperation of the subject with their environment).…”

Section: Methodsmentioning

confidence: 99%

“…Taken together, self-concept and self-esteem have a wide impact on children’s mental well-being, behaviour, academic performance and health in general [ 4 ] and are very important for achieving adequate social psychology and developing positive social skills from an early age [ 5 ]. These last characteristics are composed of a set of learned behaviours that allow the subject to solve problems and relate to others in individual or interpersonal contexts, expressing emotions, attitudes, desires and opinions appropriately [ 6 ]. It has been shown that good social skills predict good academic performance in preschool children [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Cámara-Martínez

Ruiz‐Ariza

Suárez-Manzano

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

The aim of this study was to analyse the effects of an integrated active lessons programme based on playful math games, of 10 weeks’ duration (30 min/day × 2 days/week), on self-concept, self-esteem and social skills in preschool children. One hundred and ninety-four preschool children (53.6% girls) aged 53.36 ± 11.82 months were split into a control group (CG) and an experimental group (EG). The EG improved significantly in self-concept compared to the CG in boys and girls (6.8% and 7.1%, respectively). Personal and academic self-esteem levels increased significantly (8.1% and 5.5%, respectively, only in girls). Although the EG obtained significant improvements in social self-esteem and social skills compared to the beginning of the study, these results were not found in comparison with the CG. The introduction of active lessons based on playful maths games within the classroom is recommended as support for the improvement in self-concept, self-esteem and social skills in early childhood education.

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Cámara-Martínez

Ruiz‐Ariza

Suárez-Manzano

et al. 2023

Behavioral Sciences

View full text Add to dashboard Cite

show abstract

“…El baremo utilizado fue: sin problemas, promedio, problema moderado, problema significativo. El puntaje total discriminó en alto o bajo el nivel de habilidades sociales (Lacunza et al, 2009 36 Análisis de resultados. Los datos se ordenaron mediante la hoja de cálculo Excel.…”

Section: Materiales Y Métodosunclassified

Social skills and behavioral problems in 3- to 5-year-old schoolchildren

Loor

Velásquez

Arévalo

et al. 2021

View full text Add to dashboard Cite

Social skills and behavior were evaluated in children 3 to 5 years of age. The research was carried out at the “TIWINZA” Basic Education School, located in Buena Fe canton, Los Ríos province. The abilities of 16 children were studied through surveys of their parents or legal representatives, and for this purpose the proposed survey was used. 87% and 75% of the children were located within a medium level of cooperation, interaction and social independence. Regarding social skills, 75% of the children were between the medium and significant deficit levels. 62.5%, 56.3%, and 37.5 did not present problems of social isolation, anxiety / complaints, or selfish or egocentric behavior, respectively, and only one student showed a significant problem. Finally, 56% of children express their emotions easily. These findings indicate that most of the children studied did not present significant behavioral problems.

show abstract

“…Se entiende que dada la importante influencia que el ambiente ejerce en el desarrollo infantil, fundamentalmente durante los primeros años de vida, resultaría esperable que distintos medios culturales, sociales y económicos produzcan diferencias en el desempeño cognitivo de los niños (Cervigni, Stelzer, Mazzoni, Gómez y Martino, 2012;Lacunza, 2010).…”

Section: Nivel Socioeconómico De La Familiaunclassified

Variables socioeconómicas, familiares y escolares asociadas a bajos niveles de alfabetización

Ferroni,

Mena,

Diuk

2018

Aleta.rev.desarro.hum.educ.soc.contemp.

View full text Add to dashboard Cite

Diferentes políticas públicas llevadas a cabo en las últimas décadas en Argentinahan logrado mejorar significativamente los índices de permanencia de los niños enlas escuelas. Sin embargo, en contextos de pobreza, la permanencia escolar no haestado siempre acompañada de niveles aceptables de aprendizaje. En el presentetrabajo se propuso, entonces, analizar si existen variables socioeconómicas, familiareso escolares relacionadas con las dificultades que experimentan muchos niños debarrios pobres para aprender a leer y escribir, a pesar de estar insertos en el sistemaeducativo. Con tal fin, en primer lugar, se conformaron dos grupos de niños con baseen los resultados de una prueba de escritura: uno con un muy bajo nivel de alfabetizacióny otro con un nivel de alfabetización similar al de la mayoría de sus pares.En segundo lugar, se realizaron entrevistas a las familias de los niños de ambos grupos,para recabar datos sobre el nivel socioeconómico de la familia, las escuelas a lasque asistían los niños y el contexto alfabetizador hogareño. Las medidas obtenidasen la comparación entre los grupos señalaron que no existieron diferencias entre sírespecto de la medida de contexto alfabetizador hogareño pero sí respecto del nivelsocioeconómico. Asimismo, se observó que la escuela a la que asisten los niños fuela variable que mejor predijo el desempeño en la escritura.

show abstract

Habilidades sociales preescolares: una escala para niños de contextos de pobreza

Cited by 17 publications

References 14 publications

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Effect of an Integrated Active Lessons Programme through Playful Maths Games on Self-Concept, Self-Esteem and Social Skills in Preschool Children

Social skills and behavioral problems in 3- to 5-year-old schoolchildren

Variables socioeconómicas, familiares y escolares asociadas a bajos niveles de alfabetización

Contact Info

Product

Resources

About