En el presente trabajo se describen los supuestos de la psicometría tradicional, no apropiada para niños que sufren de privación socio-cultural y las nuevas estrategias para la evaluación y educación de estos niños. Para una mejor comprensión de éstas se mencionará la orientación socio-cultural iniciada por Vygotsky, se destacara el concepto de Zona de Desarrollo Próximo,la evaluación Dinámica y el Aprendizaje Mediado, ampliado por Feuerstein y complementado por Coll respecto al Aprendizaje Significativo.

La autora basada en información proporcionada por los cronistas e historiadores describe el curso, del desarrollo, la crianza y educación del niño en la época Incaica.

The results of a first cross-cultural study on adult crying in 30 countries including Peru are presented. Vingerhoets et al. (1997) from the University of Tilburg have analyzed motives, tendencies and frequency of crying, emotions and feelings that provoke crying, as well as differences and similarities among countries and sexes. Results show that women have a tendency to cry more frequently and intensively than men. It has also been noted that, in certain countries, there is a link between crying in women and their monthly period.

The Achenbach Inventory of Behavioral Problems (test/retest reliability = 92) was administered to 908 adolescents in Lima, aged from 11 to 18 years, 621 coming from the control group (normal) and 287 from the experimental group (clinical group with divorced parents). Results showed that the experimental group exhibited significantly higher scores (T ≥ 70) than the control group (T < 60), the former reaching pathology level indicators. Moreover, a non-significant tendency to obtain higher T scores is more observed in females than in males. From the study results we can state that the Achenbach Inventory is a valid instrument for a screening process of children exhibiting behavioral problems that require psychological or psychiactric intervention in Peru.

The present paper describes the traditional psychometric parameters thal don 't fit by workingwith children who suffer socio-cultural deprivation (or who are living under socio-cultural disadvantages)and the new assessment and education strategies for this population. Vygotsky's socio-cultural approach, that emphasizes the Zone of Proximal Development, and the Dynamic Assessment and the Mediated Learning developed by Feucrstein and complemented by Coll relatedwith the Significative Learning are stressed.

El artículo no presenta resumen.

A comparative study on child-rearing practices reported by 6and 7 yearold children's mothers, evidenced significant differences between middle - and low - SES mothers. The fonner being more democratic; the latter, more authoritarian. With Block' s Child-Rearing Practices Report differences emerged with regard to authoritarian control, control by anxiety, and supervision (Authoritarian style ), and also with regard to independence enhancement, expressiveness, and rational orientation (Democratic). Other differences were observed conceming maternal role enjoyment, toilet training, and sexual repression. No ~fferences were found on achievement orientation and expectations".

Two ordinal scales to assess cbildren's drawings are presented. The scales were administered to a sample of 120 cbildren divided in three age groups (4 1/2, 6 and 7 1/2) from both genders and two socioeconomic levels. Results showed a significant correlation between the ability to organize space and Piaget's level of operatory lhinking. Significant differences are observed according to age and socioeconomic level.

The author based in infonnation given by the chroniclers describes the development, child rearing practices and education of children during the Inca Empire.

Based on a previous research by Majlufin 1989, an exploratory study was carried out to prove the degree of similarity between the mothers' rearing practices and the adolescents' perception of these practices. Block's Child-Rearing Practices Report was administered to 160 adolescents from middle, low and marginal SES (40 in each SES) coming from public and private schools of Lima. Results show differences between adolescents from middle and low SES and those coming from marginal areas of Lima conceming the democratic style. No differences were observed among the three groups with regard to their mothers affection. Significant differences were observed among the three groups conceming the authoritarian style. Adolescents from low SES see their mothers as less authoritarian than adolescents of middle SES and those from marginal areas. Results are discussed.

This study focuses on srraregies used by mothers of middle and low SES ro cope with the present socioeconomic crisis. Using a brief quesrionnaire and rhe F-Copes Scale, 20 morhers from each socioeconomic leve! were interviewed. Resulrs showed rhar borh gro\lpS were affected economically and rook measures ro reduce rheir expenses in basic needs such as food, clorhing and recreation. Morhers coming from rhe middle SES used estategies ro reestructure che situation and make ir more bearable, while mothers from low SES were more passive and relied on rheir extended families. No differences were found in rheir search for spiritual and social support.

The author reviews a certain number of studies (many of them unpublished) that compare intelectual performance of children as well as adolescents from different social classes in Peru. The results sistematically point to a serious deficit in the case of lower-class children, speciaiJy from rural areas. Also are analyzed interactions between economic, age and gender variables. A proposal is made for the carefully research of the intelectual profile of peruvian children according to the region where they live in.

Moral Judgement development was studied in 84 Lima middle-class subjects of different ages (range 14-60 years). The referential theory in this study was Kohlberg's and the instrument was the Multiple Choice Measure of Moral Reasoning- SROM developed by Gibbs ( 1984 ). The main purpose was to test the universality of the theory and the stages. Results seem to support the claim of universality and were sensibly the same that those reported by researchers in the USA. No differences between sexes wasfound

Nutritional status and enviromental stimulation were related to cognitive and academic performance of peruvian 6 year olds from the Coast, Highlands and Jungle regions. 146 low SES children and their mothers, and 50 middle SES children were evaluated. Cognitive and academic performance were highly related. Cronic malnutrition seerned to affect Reading and Mathematical performance. Sociocultural factors affected cognitive development, sex and regional factors had variable effects.

El artículo no presenta resumen.

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The present paper describes the traditional psychometric parameters thal don 't fit by workingwith children who suffer socio-cultural deprivation (or who are living under socio-cultural disadvantages)and the new assessment and education strategies for this population. Vygotsky's socio-cultural approach, that emphasizes the Zone of Proximal Development, and the Dynamic Assessment and the Mediated Learning developed by Feucrstein and complemented by Coll relatedwith the Significative Learning are stressed.

A comparative study on child-rearing practices reported by 6and 7 yearold children's mothers, evidenced significant differences between middle - and low - SES mothers. The fonner being more democratic; the latter, more authoritarian. With Block' s Child-Rearing Practices Report differences emerged with regard to authoritarian control, control by anxiety, and supervision (Authoritarian style ), and also with regard to independence enhancement, expressiveness, and rational orientation (Democratic). Other differences were observed conceming maternal role enjoyment, toilet training, and sexual repression. No ~fferences were found on achievement orientation and expectations".

Two ordinal scales to assess cbildren's drawings are presented. The scales were administered to a sample of 120 cbildren divided in three age groups (4 1/2, 6 and 7 1/2) from both genders and two socioeconomic levels. Results showed a significant correlation between the ability to organize space and Piaget's level of operatory lhinking. Significant differences are observed according to age and socioeconomic level.

The author based in infonnation given by the chroniclers describes the development, child rearing practices and education of children during the Inca Empire.