Stages for Introduction of Drawing Actions in Pre-School Age

The process of learning and achievements at school depends on the types of activities selected at pre-school level. Unfortunately, it is often to find out that introduction of writing and reading is among the most common activities in pre-school institutions all over the world. According to historical and cultural conception of development, artistic and creative activities are useful and helpful at pre-school age. The goal of the article is to show the efficiency of original program for initial introduction of drawing actions at pre-school age. The original program for gradual formation of drawing by stages was applied in private college in Puebla (Mexico). The program included three stages and worked as joint activities in groups of pre-scholars of three grades. After program application children showed qualitative positive achievements in graphic representations of objects, spatial orientation, number of drawings and of essential features of represented real and imaginary objects and situations. We conclude that drawing is extremely useful activity for preparation for school and introducing space orientation on perceptive level. Our program may be used in pre-school institutions in order to guarantee required level psychological development at pre-school age

Psychological Concepts of Activity Theory in Child Neuropsychology

Neuropsychology is the part of psychology, which studies the relation between psychological and brain level of organization of human activity. It is possible to identify specific mechanisms or components of psychological processes related to the functioning of special brain zones. Such a study can be based on different general psychological theories. From the point of view of activity theory approach these components can be understood as psycho-physiological structural and systemic mechanisms of actions and operations fulfilled by a subject in the context of one or another general activity. In other words, neuropsychological level of analyses could be understood as the elementary level of human activity. Neuropsychological analysis can be organized as assessment of actions and not of isolated functions. The present study shows how functional disorders of psychophysiological mechanisms can affect the fulfillment of the same actions of children with learning disabilities. The discussion stresses the importance of inclusion of the terms of activity theory to the practice in neuropsychology

Program for solving problems as method for development of logic thinking in school children

The goal of the present work is to show the method for teaching the process of solving problems in primary school. The program created on such purpose, consider logical structure of the process of solution and the content of orientation. Participants of the study were regular pupils of private primary school from the city of Puebla, Mexico. The children were tested before and after participation in the program. Qualitative assessment included the tasks for logical relations and problems solution. The program was applied during 30 sessions in classroom. The teaching process was modeled asjoined activity between teachers and pupils. The results showed that the program wasuseful for positive development of mathematical and logical thinking. After participation in the program, the pupils could solve the problems and relate mathematics data to the verbal text of the problems, which had not been observed during the initial assessment. As conclusions, we argue for the necessity to create exact and specific guided orientation to construct mathematics sessions in classrooms in primary school. At the level of modern development of historical and cultural approach, the concept of the zone of proximal development might be related to orientation as essential part of intellectual activity

Luria’s syndrome analysis for neuropsychological assessment and rehabilitation

Introduction. Neuropsychology, as a science, studies various possible relationships between psychological processes and the brain in cases of both normality and diverse pathologies. Such relationships might be established and understood in different manners. Background. A.R. Luria proposed a unique and specific approach by identifying different brain units. His conception is not completely understood, and is even less used in diagnosis and rehabilitation today. His conception of the systemic and dynamic representation of human actions in functional brain systems is the background for our study. Psychological conceptions of the stage-by-stage formation and orientation for action, and their use in rehabilitation, are taken into account. Objective. The objective of our report is to share our application of Luria’s methodology of syndrome analysis through the presentation of the results of assessment and rehabilitation. Design. Our study presents a unique case, along with data on the person’s assessment and rehabilitation, specifically, a qualitative assessment of an adolescent patient with severe brain injury. Results. The assessment identified severe problems in the patient’s programming and self-control functions, together with spatial disorganization. The process of neuropsychological rehabilitation, as applied in two stages, showed positive effects on the activity and personality of the patient. Goals, stages, and examples of formation of actions in rehabilitation, with their results, are described. Conclusion. We conclude that the systemic and dynamic approach in neuropsychology might be applied to assessment and rehabilitation. We discuss the necessity of establishing bridges between the psychological theory of actions (rather than functions) and the systemic representation of actions by functional brain systems

Orientación para la formación de la conciencia gramatical en la educación primaria

The problem of teaching grammar that favors the development of linguistic awareness in elementary school students is addressed. A development teaching proposal is presented in which concepts elaborated from the historical-cultural approach and the theory of the activity are recovered. The orientations of the method are shown and examples of the completion of the tasks by the students are shown. Finally, we discuss the need to introduce pedagogical work aimed at the formation of grammatical awareness in school children based on the application of the basic guiding concept of the action.Se aborda el problema de la enseñanza de la gramática que favorece el desarrollo de la conciencia lingüística en los alumnos de la escuela primaria. Se presenta una propuesta de enseñanza desarrolladora en la que se recuperan conceptos elaborados desde la aproximación histórico-cultural y la teoría de la actividad. Se muestran las orientaciones del método y se ponen ejemplos de la realización de las tareas por parte de los alumnos. Finalmente, se discute la necesidad de introducir  trabajo pedagógico dirigido a la formación de la conciencia gramatical en niños escolares a partir de la aplicación del concepto base orientadora de la acciónDiscute-se o problema do ensino de gramática que favorece o desenvolvimento da consciência linguística em alunos do ensino fundamental. Apresenta-se uma proposta de ensino para o desenvolvimento em que conceitos elaborados a partir da abordagem histórico-cultural e da teoria da atividade são recuperados. As orientações do método são mostradas assim como exemplos da conclusão das tarefas pelos alunos. Por fim, discutimos a necessidade de introduzir um trabalho pedagógico voltado para a formação da consciência gramatical em estudantes a partir da aplicação do conceito básico de ação

Propuesta innovadora para la introducción de la lectura en la escuela primaria

El problema de la enseñanza de la lectura es de gran importancia para el sistema educativo. El artículo presenta un método innovador para la introducción de la lectura, basado en el paradigma histórico-cultural y la teoría de la actividad. La lectura se concibe como actividad verbal que cumple diversas funciones en la vida, mientras que  la enseñanza se da como formación de las acciones mentales por etapas en forma colectiva y guida. El método permite evitar errores y favorecer los motivos cognitivos del niño

Efeitos do jogo grupal no desenvolvimento psicológico de uma criança com síndrome de Down

Objective. The aim of this article is to evaluate the effects of group play in the psychological development of a seven year old child with Down syndrome. Method. The program was designed according to proposals of historical and cultural conceptions of playing activity and psychological development. A pretest and posttest assessment was carried out. During the study, intersubject and intrasubject comparison evaluation was conducted. Qualitative analysis of both experimental and control cases was applied. Results. The analysis demonstrated that the group play encourages positive development of communication, social interaction, expression of emotions, voluntary activity, object-activity and symbolic function of the child. The control case did not show same results during psychological assessment post-test. Conclusion. The application of social role-play in groups of children with developmental retardation produces positive outcomes provided that the predominant type of activity and the level of psychological development is taken into account in order to ensure that children with this medical condition benefi t from the intervention.Objetivo. Evaluar los efectos de una intervención basada en el juego grupal en el desarrollo psicológico de un niño de siete años con síndrome de Down. Método. El programa fue diseñado a partir de las propuestas de la concepción histórico-cultural de la actividad de juego y el desarrollo psicológico, bajo un diseño metodológico de pretest y postest, con comparaciones intra e intersujeto. Resultados. El análisis mostró que el juego grupal fomenta el desarrollo positivo de la comunicación, la interacción social, la expresión de las emociones, la actividad voluntaria, la actividad objetal y la función simbólica del niño del caso experimental. El niño del caso control no mostró los mismos resultados en la evaluación postest. Conclusión. Se discute la utilidad de la aplicación del juego de roles en grupos de niños con retraso del desarrollo, en la que se tenga en cuenta el tipo de actividad predominante y el nivel de desarrollo psicológico para asegurar que los niños con esta condición médica se benefi cien de la intervención.Escopo. Avaliar os efeitos de uma intervenção baseada no jogo grupal no desenvolvimento psicológico de uma criança se sete anos de idade com síndrome de Dawn. Metodologia. O programa foi desenhado de acordo com as propostas da conceição histórico-cultural da atividade de jogo e o desenvolvimento psicológico, baixo um desenho metodológico pre-teste e pos-teste, com comparações intra e intersujeito. Resultados. A análise mostra que o jogo grupa fomenta o desenvolvimento positivo da comunicação, a interação social, a expressão da emoções, a atividade voluntária, a atividade objetal e a função simbólica do caso experimental. O caso controle não mostrou os mesmos resultados na avaliação pos-teste. Conclusão. Foi discutida a utilidade da aplicação do jogo de roles em grupos de crianças com retraso no desenvolvimento na que se leve a conta o tipo de atividade predominante e o nível de desenvolvimento psicológico para assegurar que as crianças com esta condição médica sejam benefi ciados com a intervenção

Efeitos do jogo grupal no desenvolvimento psicológicode uma criança com síndrome de Down

Objective. The aim of this article is to evaluate the effects of group play in the psychological development of a seven year old child with Down syndrome. Method. The program was designed according to proposals of historical and cultural conceptions of playing activity and psychological development. A pretest and posttest assessment was carried out. During the study, intersubject and intrasubject comparison evaluation was conducted. Qualitative analysis of both experimental and control cases was applied. Results. The analysis demonstrated that the group play encourages positive development of communication, social interaction, expression of emotions, voluntary activity, object-activity and symbolic function of the child. The control case did not show same results during psychological assessment post-test. Conclusion. The application of social role-play in groups of children with developmental retardation produces positive outcomes provided that the predominant type of activity and the level of psychological development is taken into account in order to ensure that children with this medical condition bene fi t from the intervention.Objetivo. Evaluar los efectos de una intervención basada en el juego grupal en el desarrollo psicológico de un niño de siete años con síndrome de Down. Método. El programa fue diseñado a partir de las propuestas de la concepción histórico-cultural de la actividad de juego y el desarrollo psicológico, bajo un diseño metodológico de pretest y postest, con comparaciones intra e intersujeto. Resultados. El análisis mostró que el juego grupal fomenta el desarrollo positivo de la comunicación, la interacción social, la expresión de las emociones, la actividad voluntaria, la actividad objetal y la función simbólica del niño del caso experimental. El niño del caso control no mostró los mismos resultados en la evaluación postest. Conclusión. Se discute la utilidad de la aplicación del juego de roles en grupos de niños con retraso del desarrollo, en la que se tenga en cuenta el tipo de actividad predominante y el nivel de desarrollo psicológico para asegurar que los niños con esta condición médica se bene fi cien de la intervención.Escopo. Avaliar os efeitos de uma intervenção baseada no jogo grupal no desenvolvimento psicológico de uma criança se sete anos de idade com síndrome de Dawn. Metodologia . O programa foi desenhado de acordo com as propostas da conceição histórico-cultural da atividade de jogo e o desenvolvimento psicológico, baixo um desenho metodológico pre-teste e pos-teste, com comparações intra e intersujeito. Resultados . A análise mostra que o jogo grupa fomenta o desenvolvimento positivo da comunicação, a interação social, a expressão da emoções, a atividade voluntária, a atividade objetal e a função simbólica do caso experimental. O caso controle não mostrou os mesmos resultados na avaliação pos-teste. Conclusão . Foi discutida a utilidade da aplicação do jogo de roles em grupos de crianças com retraso no desenvolvimento na que se leve a conta o tipo de atividade predominante e o nível de desenvolvimento psicológico para assegurar que as crianças com esta condição médica sejam bene fi ciados com a intervenção

NEUROPSYCHOLOGICAL REHABILITATION IN CASE OF ADOLESCENT WITH CEREBROVASCULAR EVENT IN EARLY CHILDHOOD

The objective of this study is to present results of the rehabilitation of an individual case of an adolescent patient with early brain damage in right hemisphere and the cerebellum because of a stroke with an evolution of more than ten years without any formal treatment. The method of the individual case study was used in this research, performing a pre-and-post qualitative assessment before and after of the application of the neuropsychological rehabilitation program. The results obtained in the study allowed to point out an improvement in the functioning of functional systems for practical, ludical, graphic and verbal actions of the patient. Positive changes were obtained in the motor sphere, muscle tone and balance. The patient became more independent in his general behavior, his interests were increased, he showed a higher level of regulation, responsibility, and active participation in his day-to-day life. Neuropsychological assessment should consider the psychophysiological cause of the patient’s difficulties together with the guiding activity of psychological age. Results of such assessment lead to elaboration and application of effective programs for rehabilitation even after long periods without formal treatment. Luria’s neuropsychological theory together with the theory of psychological development represents a solid background for the assessment and organization of the rehabilitation process in cases of patients with brain damage after several years since the event