El papel de la educación en el desarrollo: de la escuela a la cultura

Abstract

tanto en el terreno diagnóstico como en el del diseño cultural, lo que implicaría contar con nuevas psicotecnias funcionales en el contexto escolar y en los demás escenarios de la cultura. Palabras clave: Desarrollo cultural, educación desarrollante, actividad, línea única de desarrollo, normalización funcional, neurogénesis cultural, diseño cultural, eco-neuropsicología.

The Relative Age Effect and Its Influence on Academic Performance

“…From this perspective, a line divided into stages of development, which would have a universal and unchanging rhythm of acquisition, is established. These stages determine the appearance of the different functions in individuals, including either basic or natura l functions or higher mental functions [ 18 ]. In this sense, the reverse effect found in subgroup G1 would be inconsistent with the idea of development as a result of the independent maturation of sociocultural factors.…”

“…From this perspective, individual differences, especially in relation to the development of higher mental functions, such as reading, arithmetic, or logical reasoning, occur mainly due to the appropriation of psychological instruments that mediate between culture and the individual. This cultural line of development helps to normalise psychological functions acquired by the school population [ 18 ], namely, to reduce variability in the observed scores of these functions. Thereby, it is assumed that the natural line of development would result in a greater dispersion of the measures, while the cultural line of development would be accompanied by lower dispersion of scores and greater normalisation.…”

“…This dynamic interaction between learning and development assumes neuroplasticity as an essential defining characteristic of human brain evolution. Thus, the normalisation in the development/learning of these higher functions would decrease the initial variability linked to the development of functions related to the natural line of development [ 18 ]. The data obtained in our study so clearly illustrate the influence of factors related to culture such as SES or the type of educational institution.…”

“…For its part, from historical–cultural psychology, development is understood as a result of the appropriation of the elements and unique context clues of the cultural reference in which the individual is inserted [ 17 ]. From this perspective, education becomes a factor of development, and different forms of cultural mediation become the psychological instruments through which this occurs [ 18 ]. Psychological changes arise from the acquisition of new forms of cultural mediation, which in turn allow us to interpret and interact with the world in a qualitatively different way.…”

Early Childhood Development and Education: Theoretical Convergences and Divergences

“…The development of human capacities to fulfill functions has basically been understood in two ways that, over time, have approached each other (Álvarez & Del Río, 2013). On the one hand, from the theory of genetic functionalism it is thought that development, basically, depends on the program inherited by each individual and the environmental conditions that allow his evolution.…”