Influencia del control inhibitorio y el entorno familiar, en las habilidades numéricas básicas de niños preescolares cubanos
Palabras clave:
habilidades numéricas básicas, control inhibitorio, factores ambientales presentes en el entorno familiarResumen
Se ha reportado que el rendimiento en matemática tiene que ver con el desarrollo de habilidades numéricas básicas, y también con procesos cognitivos de dominio general, entre ellos las funciones ejecutivas. Al mismo tiempo, existe evidencia a favor de que el ambiente del hogar proporciona experiencias a los niños, que facilitan la adquisición de habilidades específicas relacionadas con las matemáticas. El presente trabajo se propone determinar la influencia del control inhibitorio y factores ambientales presentes en el entorno familiar, en las habilidades numéricas básicas de niños preescolares cubanos. Los resultados del estudio mostraron los evaluados son más precisos en tareas de procesamiento numérico, no simbólico. Se encontró que el control inhibitorio se relaciona de manera significativa con las habilidades de comparación simbólica y ordenamiento. Además, se confirma que los factores ambientales estudiados favorecen el desarrollo de habilidades para el procesamiento numérico en los niños preescolares.
Descargas
Citas
Ansari, D., Nosworthy, N., Baobaid, W., y Mousa, A. (2013). Numeracy Screener. (Numerical Cognition Laboratory). Recuperado el 14 de enero 14 de 2019 de http://www.numeracyscreener.org.
Ansari, D., y Matejko, A. (2016). Trajectories of Symbolic and Nonsymbolic Magnitude Processing in the First Year of Formal Schooling. PLoS ONE, 11(3), 1-15. Recuperado de doi: 10.1371/journal.pone.0149863.
American Psychiatric Association (APA, 2013). Manual Diagnóstico y Estadístico de los Trastornos Mentales. Editorial Medica Panamericana.
Blair, C., y Razza, R. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663.
Bull, R., y Scerif, G. (2001). Executive functioning as a predictor of children’s mathematics ability: Inhibition, switching, and working memory. Developmental Neuropsychology, 19(3), 273–293.
Bull, R., Espy, K., y Wiebe, S. (2008). Short-Term Memory, Working Memory, and Executive Functioning in Preschoolers: Longitudinal Predictors of Mathematical Achievement at Age 7 Years. Developmental Neuropsychology, 33(3), 205-228. Recuperado de doi: 10.1080/87565640801982312.
Cragg, L., y Gilmore, C. (2014). Skills underlying mathematics: The role of executive function in the development of mathematics proficiency. Trends in Neuroscience and Education, 3(2), 1-6. Recuperado de doi: 10.1016/j.tine.2013.12.001.
Espy, K., McDiarmid, M., Cwik, M., Stalets, M., Hamby, A., y Senn, T. (2004). The contribution of executive functions to emergent mathematical skills in preschool children. Developmental Neuropsychology, 26(1), 465–486.
Fernández, A. (2010). Neuropsicología Cognitiva del Cálculo Básico (Tesis de licenciatura). Universidad de La Habana.
Gross, J. (2007). Supporting children with gaps in their mathematical understanding: the impact of the National Numeracy Strategy (NNS) on children who find mathematics difficult. Educ Child Psychol, 24(2), 146-156.
Halberda, J., y Feigenson, L. (2008). Developmental change in the acuity of the "Number Sense": The approximate number system in 3, 4, 5 and 6 year old and adults. Developmental Psychology, 44(5), 1457-1465. Recuperado de doi: 10.1037/a0012682.
Hernández Sampieri, R., Fernández-Collado, C., y Baptista, P. (2010). Metodología de la Investigación. McGraw-Hill.
Kleemans; Peeters; Segersa, y Verhoevena. (2012). Child and home predictors of early numeracy skills in kindergarten. Early Childhood Research Quarterly, 27(3), 471-477.
Korkman, M., Kirk, U., y Kemp, S. (2014). Nepsy-Second Edition. Pearson Educación, S.A.
LeFevre; Clark; y Stringer. (2002). Influences of Language and Parental Involvement on the Development of Counting Skills: Comparisons of French French and English-speaking Canadian Children. Early Child Development and Care, 172(3), pp. 283–300.
LeFevre; Smith-Chant; Skwarchuk; y Kamawar, F. a. (2009). Home Numeracy Experiences and Children’s Math Performance in the Early School Years. Canadian Journal of Behavioural Science, 41(2), pp. 55-66.
LeFevre; Polyzoi; Skwarchuk; Fast; y Sowinski. (2010). Do home numeracy and literacy practices of Greek and Canadian parents predict the numeracy skills of kindergarten children? International Journal of Early Years Education, 18(1), pp. 55-70.
Libertus; Feigenson; y Halberda. (2011). Preschool acuity of the approximate number system correlates
with school math ability. Developmental Science, 14(6), pp. 1292-1300.
Martini, F., y Sénéchal, M. (2012). Learning literacy skills at home: Parent teaching, expectations, and child interest. Canadian Journal of Behavioural Science, 44(3), 210-221.
Nosworthy, N., Bugden, S., Archibald, L., Evans, B., y Ansari, D. (2013). A Two-Minute Paper-andPencil Test of Symbolic and Nonsymbolic Numerical Magnitude Processing Explains Variability in Primary School Children’s Arithmetic Competence. PLoS ONE, 8(7), 1-12. Recuperado de doi: 10.1371/journal.pone.0067918.
Orrantia, J., San Romualdo, S., Matilla, L., Sánchez, R., Múñez, D., y Verschaffel, L. (2017). Marcadores nucleares de la competencia aritmética en preescolares. Psychology, Society, & Education, 9(1), pp. 121-124.
Ortiz, M. E. (2009). Competencia matemática en niños de edad preescolar. Psicogente, 12(22), pp. 390-
Parsons, S., y Bynner, J. (2005). Does numeracy matter more? NRDC Research Report London.
Pascual-Castroviejo, I. (2008). Trastornos por déficit de atención e hiperactividad (TDAH). Neuropediatría, 12(20), 141-150.
Peisner-Feinberg; Burchinal; Clifford; Cilkin; Howes; Kagan; y Yazejian. (2001). The Relation of Preschool Child.Care Quality to Childre´n Cognitive Social Developmental Trajectories through Second Grade. Child Development, 72(5), pp. 1534-1553.
Ramani; Rowe; Eason; y Leech. (2015). Math talk during informal learning activities in Head Start families. Cognitive Development, 35, 15-33. Recuperado de http://dx.doi.org/10.1016/j.cogdev.2014.11.002.
Sénéchal ; & LeFevre. (2002). Parental Involvement in the Development of Children’s Reading Skill: A
Five-Year Longitudinal Study. Child Development, 73(2), pp. 445–460.
Skwarchuk, S. L. (2009). How do parents support preschoolers’ numeracy learning experiences at home? Early Childhood Education Journal, 37(3), pp. 189–197. Recuperado de http://dx.doi.org/10.1007/s10643-009-0340-1.
Skwarchuk., Sowinski., y LeFevre. (2014). Formal and informal home learning activities in relation to children’s early numeracy and literacy skills: The development of a home numeracy model. Journal of Experimental Child Psychology, 121, 63–84. Recuperado de http://dx.doi.org/10.1016/j.jecp.2013.11.006.
StClair-Thompson, H., y Gathercole, S. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. Quarterly Journal of Experimental Psychology, 59(4), 745–759.
Stelzer, F., y Cervigini, M. (2011). Desempeño académico y funciones ejecutivas en infancia y adolescencia. Una revisión de la literatura. Revista de Investigación en Educación, 9(1), 148-156.
Susperreguy., Douglas., Xu., Molina-Rojas., y LeFevre. (2018). Quarterly Expanding the Home Numeracy Model to Chilean children: Relationsamong parental expectations, attitudes, activities, and children’s mathematical outcomes. Early Childhood Research Quarterly, 50(3), 1-13.
Tudge., y Doucet. (2004). Early mathematical experiences: observing young Black and White children’s everyday activities. Early Childhood Research Quarterly, 19(1), 21-39.
Vandermaas-Peeler., Nelson., Bumpass., y Sassine. (2009). Numeracy-related exchanges in joint storybook reading and play. International Journal of Early Years Education, 17(1), pp. 67-84. Recuperado de http://www.informaworld.com.
Vygotski, L. (1987). El desarrollo de las funciones psíquicas superiores. Editorial Científico Técnica.
