El objetivo del presente Trabajo Académico fue elaborar y ejecutar una propuesta de juegos tradicionales estructurada en sesiones de enseñanza-aprendizaje para desarrollar la habilidad de conteo en las niñas de 5 años de la Institución Educativa N° 11521 “María de Lourdes” del distrito de Pomalca provincia de Chiclayo departamento de Lambayeque, dentro de las estrategias de intervención se realizaron las coordinaciones previas con la directora, con la docente del aula de 5 años y con los padres y madres de familia. En cuanto a la metodología específica se siguió el siguiente procedimiento: selección del aula que presentaba el problema relacionado a un deficiente desarrollo de la habilidad de conteo, siendo esta el aula de 5 años conformada por 27 niñas. Se utilizó la técnica de observación, aplicándose una prueba de entrada, consistente en una guía de observación...

Based on classical authors and empirical work, this article proposes a discussion about the questions that, due to its specific characteristics, virtual reality raises in the understanding of its images as symbolic objects in early childhood. Symbolic objects are entities that since time immemorial have been created with the intention of representing something other than themselves, which is why they are considered to have a double nature. There are numerous studies regarding the understanding of various symbolic objects, such as models, drawings, maps; also, and more recently, of images embodied in tactile digital technologies such as tablets or smartphones. However, the questions concerning immersive images, as symbols of reality, have not yet been addressed. This paper mainly discusses the question about the symbolic understanding of virtual reality images in early childhood and its p...

Based on classical authors and empirical work, this article proposes a discussion about the questions that, due to its specific characteristics, virtual reality raises in the understanding of its images as symbolic objects in early childhood. Symbolic objects are entities that since time immemorial have been created with the intention of representing something other than themselves, which is why they are considered to have a double nature. There are numerous studies regarding the understanding of various symbolic objects, such as models, drawings, maps; also, and more recently, of images embodied in tactile digital technologies such as tablets or smartphones. However, the questions concerning immersive images, as symbols of reality, have not yet been addressed. This paper mainly discusses the question about the symbolic understanding of virtual reality images in early childhood and its p...

A central issue in contemporary psychology consists in understanding how we develop new cognitive structures and how we modify them. This article aims to address the links between the notions from conceptual change and some aspects from the theories of Piaget and Vygotsky. For that purpose, the notions of implicit theory and scientific concept were analyzed from the theory of conceptual change, and the notions of error and pseudo-concept from the theories of Piaget and Vygotsky. First, we examined the work of representative authors of conceptual change to understand the place granted to the notions of implicit theory and scientific concept. Then, some aspects from the theories of Piaget and Vygotsky were considered to reflect on the place that the notions of error and pseudo-concept have in those theories. Finally, we analyzed and discussed the similarities between the theories of concep...

This paper aims to illustrate a novel approach to the study of cognitive development by researching two domains of knowledge that have remained separated: action understanding and symbolic understanding of images. First, we show recent research on young children’s action understanding through live actions and actions in images. Then, we address young children’s early symbolic understanding of images in general and digital images displayed in a tablet. Finally, we present some studies that have linked both paths by analyzing the symbolic understanding of images that represent real actions in children aged 2 or older.

This paper aims to illustrate a novel approach to the study of cognitive development by researching two domains of knowledge that have remained separated: action understanding and symbolic understanding of images. First, we show recent research on young children’s action understanding through live actions and actions in images. Then, we address young children’s early symbolic understanding of images in general and digital images displayed in a tablet. Finally, we present some studies that have linked both paths by analyzing the symbolic understanding of images that represent real actions in children aged 2 or older.

El estrés es hoy en día, una problemática a la que se está prestando una atención creciente. Se le puede definir como una respuesta fisiológica, psicológica y comportamental de un individuo que procura adaptarse a las presiones internas y externas. Los internos de enfermería, están expuestos a varios factores estresantes, reaccionando con diferentes modos de afrontamiento. Por todo esto, podemos decir que la presencia del estrés puede significar una verdadera amenaza durante la realización del internado de Enfermería como elemento significativo. Según la OMS, a inicios del presente siglo, las enfermedades provocadas por el estrés habrán superado a las enfermedades infecciosas y se estimó que en el año 2010 en América Latina y el Caribe, se tuvieron más de 88 millones de personas con trastornos afectivos desencadenados por el estrés, y es que los estresores de la vida ...

Shared book reading is a very common activity during early childhood. However, few researches analyze reading sessions with babies under one-year of age. This study aims to describe and compare mothers’ interaction styles with their 9-month-old babies during reading and daily routines at home (such as bathing, playing, or feeding). Findings show that mothers tend to adopt a more dialogical style during reading and a more direct approach during day-to-day activities. Babies mostly perform manipulative actions on books. In response to maternal interventions, infants respond in a more contingent and conventional way. Results suggest that mothers play a significant role in structuring shared reading experiences within the first year of life, supporting the recommendation to increase reading at early ages.

Shared book reading is a very common activity during early childhood. However, few researches analyze reading sessions with babies under one-year of age. This study aims to describe and compare mothers’ interaction styles with their 9-month-old babies during reading and daily routines at home (such as bathing, playing, or feeding). Findings show that mothers tend to adopt a more dialogical style during reading and a more direct approach during day-to-day activities. Babies mostly perform manipulative actions on books. In response to maternal interventions, infants respond in a more contingent and conventional way. Results suggest that mothers play a significant role in structuring shared reading experiences within the first year of life, supporting the recommendation to increase reading at early ages.

Shared book reading is a very common activity during early childhood. However, few researches analyze reading sessions with babies under one-year of age. This study aims to describe and compare mothers’ interaction styles with their 9-month-old babies during reading and daily routines at home (such as bathing, playing, or feeding). Findings show that mothers tend to adopt a more dialogical style during reading and a more direct approach during day-to-day activities. Babies mostly perform manipulative actions on books. In response to maternal interventions, infants respond in a more contingent and conventional way. Results suggest that mothers play a significant role in structuring shared reading experiences within the first year of life, supporting the recommendation to increase reading at early ages.