RESUMO
El objetivo de este trabajo es presentar la Escala de Desarrollo Armónico EDA como una propuesta innovadora para llevar a cabo la prevención de los trastornos del desarrollo infantil. La escala se construyó para observar el ascenso del paisaje epigenético individual desde el paradigma de los sistemas dinámicos. Para lograrlo, se han estudiado parámetros que pueden explicar la evolución del sistema índice de armonía y cociente de desarrollo estable, un mecanismo del cambio tirón cognitivo y fuerzas moldeadoras velocidad y cristalización, siguiendo el principio de «armonía¼ para alcanzar el máximo desarrollo potencial. La estructura de la escala es adecuada para funcionar como un test adaptativo informatizado, por lo que resulta accesible, fácil de usar y puede validarse siguiendo la metodología de respuesta al ítem TRI. Las cualidades «orgánicas¼ de la EDA permiten un funcionamiento interactivo a través de Internet www.maternal.eu.
The objective of this work is to present the Scale of Harmonic Development SHD as an innovative proposal to carry out the prevention of childhood development disorders. The scale was built to observe the individual epigenetic landscape ascent from the dynamic system paradigm. To achieve this, several parameters have been studied, those which that can explain the system's evolution harmonic index and stable development quotient, a change mechanism cognitive pull and shaping forces speed and crystallization , following the «harmony¼ principle to achieve the desired potential. The scales structure is suitable to work as a computerized adaptive test, therefore it being accessible, easy to use and it can be validated through the item response theory IRT. The «organic¼ qualities of the SHD allow an interactive operation through Internet www.maternal.eu.
Assuntos
Humanos , Desenvolvimento Infantil , Deficiências do Desenvolvimento , Teoria de Sistemas , Trabalho , Internet , Cristalização , Metodologia como AssuntoRESUMO
Este trabajo tiene como objetivo analizar la relación entre la calidad del entorno familiar en la infancia y el nivel socioeconómico familiar. Para ello hemos empleado la escala H.O.M.E. (Home Observation for Measurement of Environment) en sus versiones para niños preescolares y para niños escolares -adaptadas por Palacios y Moreno en 1990 y 1992 respectivamente- a una muestra de 410 niños de ambos sexos de edades comprendidas entre 3 y 10 años. Los resultados indican que la clase social en la que se desarrollan los niños es un aspecto altamente relevante en su entorno familliar, teniendo una importante relación con la calidad de éste. Desde edades tempranas existen ya importantes diferencias en la calidad del entorno familiar, por lo que es importante a nivel social trabajar por la compensación de estas desigualdades estructurales a través de una educación infantil y otras iniciativas comunitarias de calidad, que promuevan y proporcionen ambientes, materiales y experiencias estimuladoras del desarrollo del niño.(AU)
The aim of this study is to analyse the relation between the family environment quality in childhood and the social class. For this one we have applied the H.O.M.E. Scale (Home Observation for Measurement of Environment) in the spanish versions, adapted by Moreno and Palacios in 1990 and 1992 respectively, to a sample of 410 children, both sex and ages between 3 and 10. Results show that the social class where children are developted, is a higtly significant aspect in the family environment, making an important relation with quality of that. From early years important differences in the quality of familiar environment exist, for this one at social level is important working in the compensation of this structural inequalities with a children education and others quality community iniciatives, that promove and give ambients, materials and stimulate experiences of child development.This article aims to reflect on a psychological intervention accomplished into a group of 3rd grade of a federal public school. Taking care of the complaint of the teacher to the indiscipline that characterized the group, observations in classroom and activities with the pupils had been carried through. Also was effected informal interview and colloquies with the teacher on the intervention carried through next to the pupils, so that this if recognized as co-producer of the context. The proposal to work in two ways: the pupils and the teacher, was based on the purpose that any challenge in one given situation implies some other aspects that constitute the relation. As result, the recognition of the teacher and the pupils as participants by the situation/complaint and for the possibilities of its transformation. With the institution in a general way, however, the results had been inconsiderables with respect to this implication.(AU)