Interacciones educativas en la familia. La estimulación del desarrollo cognitivo y lingüístico de los hijos

Muñoz, Alicia; Jiménez, J. Tejido

doi:10.1174/0210939053421434

Cited by 4 publications

(4 citation statements)

References 30 publications

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“…The children of these participants didn't display behavioural changes from one session to another; they practically limited themselves to pay attention without asking questions, comments or any other type of linguistic interaction. The data of this first dyadic group indicates synchrony between the behaviour promoted by the mothers and the conducts shown by the infants, mostly referring to dialogues between mother and child (González-García, 2009;Muñoz & Jiménez, 2005). In this case, a negative pattern was observed, since mother-child dialogues were practically missing.…”

Section: Discussionmentioning

confidence: 82%

“…In an ideal situation, adults help children to express their own opinion and start conversations that allow them to develop cognitive, linguistic, social and moral skills that promote the psychological growth of the child. Muñoz and Jiménez (2005) referred many studies that analyse the way father-son interactions inspire and promote the child´s psychological development. This encouragement could present itself in one of two forms.…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Maternal and Infant Behaviour during Story Time

Benítez¹,

Tapia²,

Guevara³

2018

JEHD

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Shared story time reading promotes psychological abilities which are important in child development, including linguistic, conceptual and socio-emotional skills. The propose of the study was to analyse the relation between the actions of preschool children´s mothers with the types of interaction and the behaviour showed by their children during dyadic story time activities. This was an observational-analytic study. We studied 30 mothers with children (13 girls and 17 boys; average age five years) registered in third-grade preschool from a public school of low sociocultural level. Each pair was filmed in two sessions and analysed through taxonomy of behavioural categories. Initial data showed that most mothers presented limited skills as storytellers, readers, promoters of linguistic interactions and as informal teachers. The differences between groups and the correlations among maternal-infant behavioural categories indicated synchrony between the behaviour in the mothers and the performance on the child, particularly on the linguistic interactions.

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Section: Discussionmentioning

confidence: 82%

Section: Introductionmentioning

confidence: 99%

Relationship between Maternal and Infant Behaviour during Story Time

Benítez¹,

Tapia²,

Guevara³

2018

JEHD

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“…The daily practice of these oral interactions tends to develop the basic abilities (Muñoz & Jiménez, 2005) required for the conceptual or formalized knowledge of school learning. The informal experience acquired will configure different ways of perceiving, acting on, and acquiring the formal experience of the community culture and it must be connected to the experience of formal learning at school.…”

Section: Introductionmentioning

confidence: 99%

Family context and preschool learning

Eslava

Deaño

Alfonso

et al. 2016

Journal of Family Studies

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The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the questionnaire, which collected data about the structural variables of the family context: family structure, educational level, occupational activity, cultural resources available in the home, and monthly family income. Univariate analyses of variance were performed. The parents' educational level and some of the variables of cultural resources, such as access to the Internet, influence the basic abilities of the participants. This study indicates that structural variables condition family resources of a dynamic nature, and these are significant variables for academic achievement.

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“…Otra variable que hasta la fecha no ha sido estudiada en relación con la ToM, pero cuyo efecto en el desarrollo cognitivo del niño ya ha sido demostrado (González, 1997;Muñoz y Jiménez, 2005) es el uso de estrategias de distanciamiento por parte de los padres. El equipo de investigación está llevando a cabo un trabajo para analizar la posible relación de esta variable con el desarrollo de la ToM en niños de 5 años.…”

Section: Introductionunclassified

Nuevas Perspectivas en Torno a La Teoría De La Mente: Aplicación Práctica en El Ámbito Familiar Y Escolar

2012

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niños de 5 años en entornos escolares, así como una propuesta de orientación educativa para su potenciación en el ámbito familiar. Dadas las importantes implicaciones cognitivas y socio-emocionales de esta habilidad, la citada propuesta educativa consiste en una serie de orientaciones -basadas en datos empíricos de investigaciones sobre el tema-que los padres/madres pueden llevar a cabo bajo supervisión profesional para potenciar

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Interacciones educativas en la familia. La estimulación del desarrollo cognitivo y lingüístico de los hijos

Cited by 4 publications

References 30 publications

Relationship between Maternal and Infant Behaviour during Story Time

Relationship between Maternal and Infant Behaviour during Story Time

Family context and preschool learning

Nuevas Perspectivas en Torno a La Teoría De La Mente: Aplicación Práctica en El Ámbito Familiar Y Escolar

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