Space concepts and notions of reading-writing in preschoolers with soft neurological signs
DOI:
https://doi.org/10.51422/ren.v17i1.256Keywords:
spatial concepts, reading-writing, soft neurological signs, preschoolersAbstract
The acquisition of cognitive processes in the first years of life shows a close relationship with the development of motor skills. In the preschool stage, the development of concepts and the notions of school learning such as reading-writing allow to know the cognitive processes of children. A descriptive, observational, cross-sectional research was carried out with 30 preschool children (15 girls and 15 boys) from the city of Xalapa, Veracruz. The spatial concepts and notions of reading-writing. The risk factors and soft neurological signs were documented. The objective was to analyze the development of spatial concepts and the notions of reading-writing in preschool children in the presence or absence of soft neurological signs. Were found negative associations between neurological soft signs and notions of reading-writing, as well a positive association between verbal IQ and reading- writing. The evaluation of the cognitive processes of preschool children and soft neurological signs will favour the implementation of adaptations in teaching methods for cases with clinical indicators of sensory alterations or motor and poor performance in language, spatial concepts and notions of reading-writing.
Downloads
References
Piaget J. La formación del símbolo en el niño. Imitación, juego y sueño. Imagen y representación. México, Fondo de Cultura Económica, 1961.
Rakison DH. Inductive categorization: a methodology to examine the basis for categorization and induction in infancy. Cogn Brain Beh 2007;11(4):773-90. Disponible en: https://cutt.ly/kwqKyIbE
Rosselli M, Matute E, Ardila A. Predictores neuropsicológicos de la lectura en español. Rev Neurol 2006;42(4):202-10. Disponible en: https://cutt.ly/vwqKy2rJ
Schonfeld IS, Shaffer D, Barmack JE. Neurological soft signs and school achievement: the mediating effects of sustained attention.J Abnorm Child Psychol 1989;17(6):575-96. Disponible en: https://cutt.ly/BwqKulOK
Fellick JM, Thomson APJ, Sills J, Hart CA. Neurological soft signs in mainstream pupils. Arch Dis Child 2001;85(5):371-4. Disponible en: https://cutt.ly/5wqKuIl4
Spreen O, Risser AH, Edgell D., Developmental neuropsychology. Oxford University. USA: Press, 1995.
Uslu R, Kapçi EG, Öztop D. Neurological soft signs in comorbid learning and attention deficit hyperactivity disorders.Turk J Pediatr 2007;49(3):263. Disponible en: https://cutt.ly/GwqKiaFf
Kaneko M, Yamashita, Iramina K, Ohya T. A measurement of soft neurological signs by pronosupination using wireless acceleration and angular velocity sensors. 2015;15(10):25793-808. Disponible en: https://cutt.ly/mwqKiD0z
Dasen P, Mishra R. Development of geocentric spatial language and cognition: An eco-cultural perspective. Cult Psychol 2016;22(2):319-23. Disponible en: https://cutt.ly/mwqKiD0z
Granados DE, Alcaraz VM. Conceptos polares espaciales en casos con antecedentes de encefalopatía perinatal REN 2006;8(1):1-27. Disponible en: https://cutt.ly/7wqKoimL
OCDE. Programa para la evaluación internacional de alumnos (PISA). PISA 2015 RESULTADOS. México, Nota país, 2016. Disponible en: https://cutt.ly/ewqKoIK5
Matute E, Rosselli M, Ardila A, Ostrosky-Solís F. Evaluación neuropsicológica infantil (ENI): manual de aplicación. México, El Manual Moderno, 2007.
Cravioto J, De Licarde E. Influencia de la desnutrición sobre el desarrollo de conceptos bipolares en niños rurales. Rev Argen Pediat 1976;11(2):91-6.
Granados D, Sánchez M, Mandujano M. Manual de evaluación de conceptos polares en la etapa preescolar. México, UAM-X; 2003.15. Gómez-Palacio M, Guajardo E, Cárdenas M, Maldonado, H. Prueba Monterrey. Para grupos integrados. México, SEP, 1983.
Wechsler D. WPPSI-Español. Escala de inteligencia para los niveles preescolar y primario. México, El Manual Moderno, 1981.
World Medical Association. Declaration of Helsinki. Ethical principles for medical research involving human subjects. 2013.
Figueiras A, Neves I, Ríos V, Benguigui Y. Manual para la vigilancia del desarrollo infantil (0-6 años) en el contexto de AIEPI. OPS,2011.
Ávila A, Álvarez MA, Reidl L, López AM. Vigilancia epidemiológica del neurodesarrollo infantil en comunidades marginales de México. Prueba de tamiz para evaluar el neurodesarrollo infantil. Cuernavaca, Morelos, Instituto Nacional de Ciencias Médicas y Nutrición Salvador Zubirán, 2013.
