Neuropsychological maturity in pre-school children

• Autores: Chumacero Calle, Juan Carlos, Garay, J. P. P., Esquivel Ynjante, O. R., Alarcon Diaz, H. H., Yabar Miranda, P. S., Menacho Vargas, I., Taboada, M. A. R.
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Universidad de Lima
• Repositorio: ULIMA-Institucional
• Lenguaje: inglés
• OAI Identifier: oai:repositorio.ulima.edu.pe:20.500.12724/13455
• Enlace del recurso: https://hdl.handle.net/20.500.12724/13455; https://doi.org/10.14704/nq.2021.19.5.NQ21042
• Nivel de acceso: acceso abierto
• Materia: Children; Pediatric neuropsychology; Niños; Neuropsicología pediátrica; https://purl.org/pe-repo/ocde/ford#5.01.01

The purpose of the research was to improve neuropsychological maturity in preschool children; to achieve this; a program of strategies that reinforced the levels of neuropsychological maturity was carried out. The research had a quantitative approach, hypothetical-deductive method and quasi-experimental design; a pre-test and post-test of the Cumanin questionnaire, a valid and reliable instrument, was applied to a sample of 450 students of the initial level. The research found differences between the levels of neuropsychological maturity in pre-school children before and after the application of the program. In this sense, it should be pointed out that before the application of the program, 13.1% were at the beginning level, 72.2% were in process and 14.7% were at the achieved level; after the application of the program, 6.2% of the children were at the beginning level, 72.2% were in process and 21.6% were at the achieved level, which means that the children were at the beginning level, 72.2% were in process and 21.6% were at the achieved level. Therefore, it was concluded that the program generates a positive effect on psychomotor skills in preschool children, since highly significant differences were evidenced (z=-16.065; p<0.000).