Estimulación precoz: una experiencia en una guardería de educación especial

RESUMEN

Se describe un programa de estimulación precoz llevado a cabo en un centro de educación especial, programa que se marcó dos objetivos principales: ofrecer al niño un ambiente rico en estímulos y mejorar la relación afectiva de los padres. El diagnóstico se hace a través de un enfoque multidisciplinar y se trabaja en cuatro áreas: desarrollo personal, control motor grueso, control motor fino y lenguaje. Es muy importante integrar a los padres en el programa educativo, ya que son los principales agentes educativos. En este sentido se trabaja a nivel tanto informativo (de forma individual y con sesiones programadas en la Escuela de Padres) como formativo (asesoramiento familiar individual).     

Adquisición de morfemas del español

Resumen

Se han aplicado dos pruebas de palabras reales y palabras artificiales (semejante a la de Berko, 1958) a 109 niños hispano-parlantes de tres a seis años de edad, a fin de establecer la evolución en el uso de morfemas de plural, aumentativos y diminutivos, gerundio, pretérito imperfecto de indicativo y pretérito indefinido. Los resultados indican un progreso importante entre los tres y los cuatro años, siendo la curva posterior del desarrollo más suave. Se establece un orden de dificultad de estos morfemas, y se realiza un análisis de los errores cometidos, encontrándose también sobrerregularizaciones con verbos reales irregulares. Se extraen implicaciones acerca del proceso de adquisición de morfemas.     

Modificación de los hábitos de estudio a través de técnicas de autorregulación: estudio de un caso

Resumen

El propósito de este estudio fue diseñar un modelo válido para la adquisición de unos adecuados hábitos de estudio, basado en una combinación de estrategias de autorregulación y técnicas de estudio. Se procedió mediante un diseño exploratorio de línea de base múltiple, con un único sujeto que incluía: a) fase de pretest, b) primera fase de intervención, en la que se introdujeron las estrategias de autorregulación, c) segunda fase de intervención o de introducción de las técnicas de estudio, y d) fase de postest. El resultado fue un cambio experimental y terapéuticamente significativo en los hábitos de estudio y en las conductas exponentes de: tiempo de estudio, desatención, y velocidad y comprensión lectoras, las calificaciones experimentaron un ascenso progresivo. Estos cambios se mantuvieron y consolidaron en el seguimiento, las estrategias de autorregulación se han mostrado útiles para aumentar la probabilidad de ocurrencia de la conducta deseada y disminuir la de la no deseada.     

Developmental changes (14–21 years old) in binge drinking patterns and their explanatory factors / Cambios evolutivos (14–21 años) en los patrones de ingesta puntual de alcohol en exceso y en sus factores explicativos

Abstract

In order to design prevention programs, it is important to understand the evolution of drinking behaviour patterns among adolescents and young people. The aim of this paper is to analyse the changes in these patterns based on age and their role in explaining this behaviour in the Theory of Planned Behaviour framework. We used 273 participants divided into three sub-samples (3^rd and 4^th ESO [Educación Secundaria Obligatoria, ‘Compulsory Secondary Education’] students and university students). For older ages, the frequency of binge drinking is higher and the attitudes were also more positive towards alcohol consumption. Structural equation analyses show that drinking behaviour is explained by a different model in each age-group: in older groups, the role played by positive attitude and perceived control is more important than in the younger; by contrast, the influence of reference groups decreases with age. Results show significant differences between age groups regarding the reasons that young people report for engaging or not engaging in this behaviour.     

Clarifying the Preschool Assessment Process: Traditional Practices and Alternative Approaches

Preschool assessment is a complex process through which children's eligibility for special education services is determined. The assessment process requires decisions based on information gathered at several steps. To make these decisions, teams of professionals and families require information gathered from multiple sources. This article provides an overview of traditional and nontraditional sources of assessment information.     

A selective study of child mortality

Identification of children's deaths from abuse and neglect is a complex process, thus no one individual should have the sole responsibility for this identification. A team could best carry out the comprehensive, interdisciplinary investigation and evaluation that the process requires.While at the present time, prevention of child abuse is a high priority item; before we invest large sums of public and private money and manpower in a variety of supportive services, some fundamental issues need to be addressed. We ought to do a more thorough job of trying to find out how many infants and children are dying of abuse. Second, we ought to open our minds to the fact that even more children are dying of neglect. When we do a better job of identifying these tragic phenomena, we will also be arriving at better preventive methods.We cannot prevent what we know so little about.     

A Father’s Interactions with His Toddler: Personal and Professional Lessons for Early Childhood Educators

In this article a university professor, former student, and father describe the father’s interactions with his toddler-age son within a parent–child playgroup. The authors discuss the important role of fathers, what they learned from observing the father interact with his son, and implications for teachers and other professionals.     

Component structure,reliability, and stability of Lawrence’s Self‐Esteem Questionnaire (LAWSEQ)

Lawrence’s Self‐Esteem Questionnaire (LAWSEQ) was administered to 120 Year 1 pupils in six schools in Belfast, Northern Ireland. A principal components analysis indicated that the scale items were unidimensional and that the reliability of the scores, as estimated by Cronbach’s alpha, was satisfactory (α = .73). There were no differences between boys and girls on either total scores or the individual items comprising the LAWSEQ. A follow‐up study, involving 71 of the children in Year 3, confirmed these findings but the stability of the scores between the two occasions (as indicated by Pearson’s r) was extremely low.     

Development of the social network b-learning in the University of Alicante

This work describes the genesis, articulation and consolidation from 2007 of a social network of b-learning （blended learning） in the UA （University of Alicante） （Spain）, with the institutional backing of the Office of the Vice President for Education Technology and Innovation, and the momentum and advice of professor Angel Fidalgo （UNESCO （United Nations Educational, Scientific and Cultural Organization） chair for University of Management and Policy）. The social network currently has more than 25 teachers, working on different work linkages with the university, implementing or intending to apply the teaching methodologyb-learning during the course 2007-2008 in a variety of courses and degrees. To do so, several resource centers （blogs, wikis, Wimba Create （before CourseGenie）, etc.）, and digital platforms （Virtual Campus of the UA, Moodle, etc.） are used.