Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
Titulo:

Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
.

Sumario:

El desarrollo infantil en el marco del ciclo vital puede resultar limitado si se eligen variables, además de la edad, que sólo se circunscriben a condiciones inevitables para la supervivencia. Este artículo recoge un intento por lograr una definición amplia, más allá del ciclo vital y en el marco de una estructura evolutiva del cuidado. Para tal objetivo, además de una discusión conceptual previa sobre una estructura evolutiva del cuidado y desarrollo socio-cognitivo, se presentan algunos resultados del Programa Inicio Parejo de la Vida. Se analizan los datos de 1177 participantes sobre actividades delectura, juego y otras más consideradas constitutivas e indispensables en la definición adoptada de desarrollo infantil y cuidado. Un primer a... Ver más

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Revista Iberoamericana de Psicología

2027-1786

2500-6517

Giraldo Huertas, Juan José

CORPORACIÓN UNIVERSITARIA IBEROAMERICANA

10.33881/2027-1786.rip.13107

13

2020-05-19

71

83

Colombia

Desarrollo socio-cognitivo

Adversidad infantil

Modelos de desarrollo

Psicología de la escasez

Desarrollo temprano

Cuidado

Modelo

Desenvolvimento sócio-cognitivo

adversidade infantil

modelos de desenvolvimento

Psicologia da escassez

Corporación Universitaria Iberoamericana - 2020

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http://purl.org/coar/access_right/c_abf2

id metarevistapublica_ibero_revistaiberoamericanadepsicologia_8_article_1627
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spelling Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
Evolutionary structure of care, socio-cognitive development and daily practices
El desarrollo infantil en el marco del ciclo vital puede resultar limitado si se eligen variables, además de la edad, que sólo se circunscriben a condiciones inevitables para la supervivencia. Este artículo recoge un intento por lograr una definición amplia, más allá del ciclo vital y en el marco de una estructura evolutiva del cuidado. Para tal objetivo, además de una discusión conceptual previa sobre una estructura evolutiva del cuidado y desarrollo socio-cognitivo, se presentan algunos resultados del Programa Inicio Parejo de la Vida. Se analizan los datos de 1177 participantes sobre actividades delectura, juego y otras más consideradas constitutivas e indispensables en la definición adoptada de desarrollo infantil y cuidado. Un primer análisis descriptivo de estos resultados indica una situación adversa para más del 80% de los niños participantes y genera dos hipótesis a discutir e indica una necesidad de atender con mayor urgencia la función de los agentes de cuidado y desarrollo en diversos niveles de atención.
Child development in the framework of the life-cycle may be limited if variables are chosen, in addition to age, and limited to inevitable conditions for survival. This article presents a broad definition of development, goes beyond the life-cycle framework and presents an evolutionary structure of care, providing evidence of the importance of considering daily and contingent activities. For this purpose, in addition to a previous conceptual discussion on an evolutionary structure of socio-cognitive care and development, some results of the Equal Start of Life Program (Inicio Parejo de la Vida in Spanish) was analyzed and carried out with a cross-sectional design and a representative population sample of two regions of Colombia: 15 municipalities in the Sabana Centro de Cundinamarca area and five municipalities in Boyacá. The data of 1177 primary caregiver-child pairs is analyzed when responding to surveys on reading, playing and other activities considered to be constitutive and indispensable in the adopted definition of child development and care. The results indicate a significant relationship between care variables and observation of the development of boys and girls between 0 and 6 years old (F(37, 229) = 26.27, p <.0001, R 2 = .15). An adverse situation is found for the potential of individual development for more than 80% of the participants, and two hypotheses are generated to discuss and continue in future controlled studies: neglect of daily reading, play, painting and sports activities, among others. , how interactions between caregivers and children, plus another as an alternative and within the studies of cognitive scarcity (Scarcity) reported in other topics related to poverty and its effects on development.
Giraldo Huertas, Juan José
Socio-Cognitive development
Childhood adversity
Developmental models
Psychology of Scarcity
Desarrollo socio-cognitivo
Adversidad infantil
Modelos de desarrollo
Psicología de la escasez
Desarrollo temprano
Cuidado
Modelo
Desenvolvimento sócio-cognitivo
adversidade infantil
modelos de desenvolvimento
Psicologia da escassez
13
1
Núm. 1 , Año 2020 : Psicología del Desarrollo: Investigaciones en torno al estudio del ciclo vital humano
Artículo de revista
Journal article
2020-05-19T00:00:00Z
2020-05-19T00:00:00Z
2020-05-19
application/pdf
Bogotá: Corporación Universitaria Iberoamericana
Revista Iberoamericana de Psicología
2027-1786
2500-6517
https://reviberopsicologia.ibero.edu.co/article/view/rip.13107
10.33881/2027-1786.rip.13107
https://doi.org/10.33881/2027-1786.rip.13107
spa
https://creativecommons.org/licenses/by-nc-sa/4.0/
Corporación Universitaria Iberoamericana - 2020
71
83
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Allen, G. (2011). Early Intervention: The Next Steps. Review Literature And Arts Of The Americas, (January), 164. Recuperado de: http://www.dwp.gov.uk/docs/early-intervention-next-steps.pdf
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https://reviberopsicologia.ibero.edu.co/article/download/rip.13107/1568
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institution CORPORACIÓN UNIVERSITARIA IBEROAMERICANA
thumbnail https://nuevo.metarevistas.org/CORPORACIONUNIVERSITARIAIBEROAMERICANA/logo.png
country_str Colombia
collection Revista Iberoamericana de Psicología
title Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
spellingShingle Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
Giraldo Huertas, Juan José
Socio-Cognitive development
Childhood adversity
Developmental models
Psychology of Scarcity
Desarrollo socio-cognitivo
Adversidad infantil
Modelos de desarrollo
Psicología de la escasez
Desarrollo temprano
Cuidado
Modelo
Desenvolvimento sócio-cognitivo
adversidade infantil
modelos de desenvolvimento
Psicologia da escassez
title_short Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
title_full Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
title_fullStr Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
title_full_unstemmed Estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
title_sort estructura evolutiva del cuidado, desarrollo socio-cognitivo y prácticas cotidianas
title_eng Evolutionary structure of care, socio-cognitive development and daily practices
description El desarrollo infantil en el marco del ciclo vital puede resultar limitado si se eligen variables, además de la edad, que sólo se circunscriben a condiciones inevitables para la supervivencia. Este artículo recoge un intento por lograr una definición amplia, más allá del ciclo vital y en el marco de una estructura evolutiva del cuidado. Para tal objetivo, además de una discusión conceptual previa sobre una estructura evolutiva del cuidado y desarrollo socio-cognitivo, se presentan algunos resultados del Programa Inicio Parejo de la Vida. Se analizan los datos de 1177 participantes sobre actividades delectura, juego y otras más consideradas constitutivas e indispensables en la definición adoptada de desarrollo infantil y cuidado. Un primer análisis descriptivo de estos resultados indica una situación adversa para más del 80% de los niños participantes y genera dos hipótesis a discutir e indica una necesidad de atender con mayor urgencia la función de los agentes de cuidado y desarrollo en diversos niveles de atención.
description_eng Child development in the framework of the life-cycle may be limited if variables are chosen, in addition to age, and limited to inevitable conditions for survival. This article presents a broad definition of development, goes beyond the life-cycle framework and presents an evolutionary structure of care, providing evidence of the importance of considering daily and contingent activities. For this purpose, in addition to a previous conceptual discussion on an evolutionary structure of socio-cognitive care and development, some results of the Equal Start of Life Program (Inicio Parejo de la Vida in Spanish) was analyzed and carried out with a cross-sectional design and a representative population sample of two regions of Colombia: 15 municipalities in the Sabana Centro de Cundinamarca area and five municipalities in Boyacá. The data of 1177 primary caregiver-child pairs is analyzed when responding to surveys on reading, playing and other activities considered to be constitutive and indispensable in the adopted definition of child development and care. The results indicate a significant relationship between care variables and observation of the development of boys and girls between 0 and 6 years old (F(37, 229) = 26.27, p <.0001, R 2 = .15). An adverse situation is found for the potential of individual development for more than 80% of the participants, and two hypotheses are generated to discuss and continue in future controlled studies: neglect of daily reading, play, painting and sports activities, among others. , how interactions between caregivers and children, plus another as an alternative and within the studies of cognitive scarcity (Scarcity) reported in other topics related to poverty and its effects on development.
author Giraldo Huertas, Juan José
author_facet Giraldo Huertas, Juan José
topic Socio-Cognitive development
Childhood adversity
Developmental models
Psychology of Scarcity
Desarrollo socio-cognitivo
Adversidad infantil
Modelos de desarrollo
Psicología de la escasez
Desarrollo temprano
Cuidado
Modelo
Desenvolvimento sócio-cognitivo
adversidade infantil
modelos de desenvolvimento
Psicologia da escassez
topic_facet Socio-Cognitive development
Childhood adversity
Developmental models
Psychology of Scarcity
Desarrollo socio-cognitivo
Adversidad infantil
Modelos de desarrollo
Psicología de la escasez
Desarrollo temprano
Cuidado
Modelo
Desenvolvimento sócio-cognitivo
adversidade infantil
modelos de desenvolvimento
Psicologia da escassez
topicspa_str_mv Desarrollo socio-cognitivo
Adversidad infantil
Modelos de desarrollo
Psicología de la escasez
Desarrollo temprano
Cuidado
Modelo
Desenvolvimento sócio-cognitivo
adversidade infantil
modelos de desenvolvimento
Psicologia da escassez
citationvolume 13
citationissue 1
citationedition Núm. 1 , Año 2020 : Psicología del Desarrollo: Investigaciones en torno al estudio del ciclo vital humano
publisher Bogotá: Corporación Universitaria Iberoamericana
ispartofjournal Revista Iberoamericana de Psicología
source https://reviberopsicologia.ibero.edu.co/article/view/rip.13107
language spa
format Article
rights https://creativecommons.org/licenses/by-nc-sa/4.0/
Corporación Universitaria Iberoamericana - 2020
info:eu-repo/semantics/openAccess
http://purl.org/coar/access_right/c_abf2
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Allen, G. (2011). Early Intervention: The Next Steps. Review Literature And Arts Of The Americas, (January), 164. Recuperado de: http://www.dwp.gov.uk/docs/early-intervention-next-steps.pdf
Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., & Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA Publications and Communications Board task force report. American Psychologist, 73(1), 3-25. http://dx.doi.org/10.1037/amp0000191
Baltes, P. & Smith, J. (2003). New frontiers in the future of aging: From successful aging of the young old to the dilemmas of the fourth age. Gerontology, 49, 123–135.
Baltes, P., Lindenberger, U., & Staudinger, U. M. (1998). Life-span theory in developmental psychology. En: R. M. Lerner (Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (5th ed., pp. 1029 –1143). New York: Wiley
Bandura, A. (1986). Social foundations of thought and action. New Jersey: Prentice-Hall.
Bernal, R., Attanasio, O., Peña, X. & Vera-Hernández, M. (2015). Efectos de la Transición de Educación Inicial Comunitaria a Atención en Centros de Desarrollo Infantil en Colombia, Documentos Cede 014067, Universidad de los Andes-Cede: Bogota, D.C. Recuperado de: https://ideas.repec.org/p/col/000089/014067.html
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