Factores sociales y emocionales que influyen en la conducta agresiva observada en los niños del Centro Educativo de Atención prioritaria Tierra Prometida, del circuito 01 de la Región Educativa de Pérez Zeledón, durante el curso lectivo 2007.
Fecha
2008
Autores
Montenegro Méndez, Vanessa
Rojas Vargas, Rebeca
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Nacional, Costa Rica
Resumen
Esta investigación tuvo como finalidad conocer cuáles factores sociales y emocionales influyen en la conducta agresiva de los niños del Centro Educativo de Atención Prioritaria Tierra Prometida del circuito 01 de la Región Educativa de Pérez Zeledón, durante el curso del año 2007. Esta investigación se enmarca dentro del enfoque cuantitativo y es de tipo descriptiva. Dicha investigación se realizó aplicando un cuestionario a niños que presentaban conductas agresivas, así como a sus padres y maestros. Los sujetos de estudio fueron 44 alumnos, los sujetos secundarios son los 9 docentes y los 44 padres de familia del Centro Educativo de Atención Prioritaria de Tierra Prometida. Durante el desarrollo se aplicaron tres instrumentos estructurados en cinco partes: factores del ambiente familiar, del ambiente escolar, del entorno comunitario y los medios de comunicación, los aspectos referidos a la personalidad como la interacción y el temperamento y por último, el manejo de la frustración. Los principales resultados evidencian que los contextos sociales en que el niño se desarrolle son una importante influencia en el desarrollo de las conductas de los mismos. Uno de estos contextos es la familia, otro de los contextos sociales que pueden influir en la conducta agresiva de los niños es la escuela, ya que estos pasan muchos años de su vida en este contexto, por lo que se pudo considerar que ejerce una importante influencia en su desarrollo. Dentro de los factores sociales que pueden generar que los niños desarrollen conductas agresivas, está el entorno del niño, tal es el caso de la comunidad donde este vive y aquellas actividades a las cuales dedique el tiempo libre, como son el tiempo que comparte con sus amigos y la influencia de un medio de comunicación como la televisión. Se concluyó que la personalidad es el resultado de la conducta de las personas, ya que no se limita simplemente al comportamiento de la persona, sino también implica cómo se siente, piensa y reacciona. Por último, se estableció que la frustración es una experiencia desagradable y nociva que puede llevar a la agresividad en los niños debido a la relación que se establece entre los efectos negativos y los comportamientos agresivos. Las principales recomendaciones sugieren: realizar actividades que promuevan el trabajo en equipo entre la escuela y los padres en donde involucren a profundidad en la educación de sus hijos, de tal forma que los mismos se interesen y se encuentren pendientes de la formación y el rendimiento de sus hijos tanto académico como disciplinario. Ofrecer capacitaciones que brinden a los profesionales del centro educativo el desarrollo de habilidades, destrezas, fortalezas, aptitudes, actitudes y valores relacionados con el desarrollo socioafectivo del ser humano, esto con el fin de que los mismos funcionarios puedan brindar una mejor enseñanza y aprendizaje a la población estudiantil. Promover entre los docentes la necesidad e importancia de mostrar atención y respeto por la individualidad, estar prestos a detectar las señales y necesidades de los alumnos y el detectar los diferentes comportamientos que presentan sus estudiantes, teniendo en cuenta la estructura del medio ambiente y la comunidad a la que pertenecen, con el fin de abordar a tiempo las necesidades que los mismos requieren.
The purpose of this research was to determine which social and emotional factors influence the aggressive behavior of the children of the Tierra Prometida Priority Attention Educational Center of Circuit 01 of the Educational Region of Pérez Zeledón, during the course of 2007. This research is framed within the quantitative approach and is descriptive. This research was carried out by applying a questionnaire to children who presented aggressive behaviors, as well as to their parents and teachers. The study subjects were 44 students, the secondary subjects were the 9 teachers and 44 parents of the Tierra Prometida Priority Attention Educational Center. During the development of the study, three instruments were applied, structured in five parts: factors of the family environment, the school environment, the community environment and the media, aspects referring to the personality such as interaction and temperament, and finally, the handling of frustration. The main results show that the social contexts in which children develop are an important influence on the development of their behavior. One of these contexts is the family, another of the social contexts that can influence the aggressive behavior of children is the school, since they spend many years of their life in this context, so it could be considered that it exerts an important influence on their development. Among the social factors that can cause children to develop aggressive behavior is the child's environment, such as the community where he/she lives and the activities to which he/she devotes his/her free time, such as the time spent with friends and the influence of the media such as television. It was concluded that personality is the result of people's behavior, since it is not limited simply to the person's behavior, but also implies how he/she feels, thinks and reacts. Finally, it was established that frustration is an unpleasant and harmful experience that can lead to aggressiveness in children due to the relationship established between negative effects and aggressive behaviors. The main recommendations suggest: to carry out activities that promote teamwork between the school and parents in which they are deeply involved in the education of their children, so that they are interested and are aware of the formation and performance of their children both academically and disciplinary. Offer trainings that provide the professionals of the educational center the development of skills, abilities, strengths, aptitudes, attitudes and values related to the socio-affective development of the human being, so that the same officials can provide better teaching and learning to the student population. Promote among teachers the need and importance of showing attention and respect for individuality, being ready to detect the signs and needs of students and to detect the different behaviors of their students, taking into account the structure of the environment and the community to which they belong, in order to address in time the needs they require.
The purpose of this research was to determine which social and emotional factors influence the aggressive behavior of the children of the Tierra Prometida Priority Attention Educational Center of Circuit 01 of the Educational Region of Pérez Zeledón, during the course of 2007. This research is framed within the quantitative approach and is descriptive. This research was carried out by applying a questionnaire to children who presented aggressive behaviors, as well as to their parents and teachers. The study subjects were 44 students, the secondary subjects were the 9 teachers and 44 parents of the Tierra Prometida Priority Attention Educational Center. During the development of the study, three instruments were applied, structured in five parts: factors of the family environment, the school environment, the community environment and the media, aspects referring to the personality such as interaction and temperament, and finally, the handling of frustration. The main results show that the social contexts in which children develop are an important influence on the development of their behavior. One of these contexts is the family, another of the social contexts that can influence the aggressive behavior of children is the school, since they spend many years of their life in this context, so it could be considered that it exerts an important influence on their development. Among the social factors that can cause children to develop aggressive behavior is the child's environment, such as the community where he/she lives and the activities to which he/she devotes his/her free time, such as the time spent with friends and the influence of the media such as television. It was concluded that personality is the result of people's behavior, since it is not limited simply to the person's behavior, but also implies how he/she feels, thinks and reacts. Finally, it was established that frustration is an unpleasant and harmful experience that can lead to aggressiveness in children due to the relationship established between negative effects and aggressive behaviors. The main recommendations suggest: to carry out activities that promote teamwork between the school and parents in which they are deeply involved in the education of their children, so that they are interested and are aware of the formation and performance of their children both academically and disciplinary. Offer trainings that provide the professionals of the educational center the development of skills, abilities, strengths, aptitudes, attitudes and values related to the socio-affective development of the human being, so that the same officials can provide better teaching and learning to the student population. Promote among teachers the need and importance of showing attention and respect for individuality, being ready to detect the signs and needs of students and to detect the different behaviors of their students, taking into account the structure of the environment and the community to which they belong, in order to address in time the needs they require.
Descripción
Licenciatura en orientación.
Palabras clave
ENSEÑANZA PRIMARIA, ABUSO DEL NIÑO, NIÑOS, COMPORTAMIENTO DEL ALUMNO, PROBLEMAS SOCIALES, AGRESIVIDAD, ASPECTOS SOCIALES, PRIMARY EDUCATION, CHILD ABUSE, CHILDREN, STUDENT BEHAVIOR, SOCIAL PROBLEMS, AGGRESSIVITY, SOCIAL ASPECTS