Uztaro 69 (2009)
Familia-ingurua eta Gogamenaren Teoria 5 urteko umeengan
- Egilea(k):
- Manuel Norberto Sanchez de Miguel, Nuria Galende Perez, Enrique Arranz Freijo
- Jakintza-arloa:
- Psikologia
- Orrialdeak:
- 103-120
Deskargatu
Laburpena:
Ikerketa honen helburua da familia-testuinguruak 5 urteko umeek Gogamenaren Teorian (ToM) azaltzen duten errendimenduan duen influentzia ikertzea. Haurren lehia lan hauetan hezkuntza-zentroetan umeekin egindako banakako saioen bidez ebaluatu zen. Era berean, gurasoekin elkarrizketak egin ziren familian datu soziodemografikoak jasotzeko eta familia-testuingu-ruko zenbait aldagai ebaluatzeko. Emaitzek baieztatzen dute ToMaren garapenean familia-testuinguruak duen eragina, ordezko zaintzaren kalitate edo giza harreman eta laguntza aldagaien bidez. Familia-interbentziorako hezkuntza-inplikazioak eztabaidatzen dira.
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   GAKO-HITZAK: Familia-testuingurua · Gogamenaren Teoria (ToM) · Eskolaurrekoak · Garapen kognitiboa · Giza garapena.
   The aim of this study was to analyze the influence of family context on the perfor-mance of 5-year-old children (N=70) in Theory of Mind (ToM) tasks. The children’s perfor-mances were assessed during individual sessions held at school. Interviews were also conducted with parents in the family home, in order to gather sociodemographic data and to assess diverse variables of the family context. The results support the influence of family context on ToM development, through variables such as quality of non-parental care or level of social contact and support. The educational implications of these results are discussed in relation to family intervention.
   KEY WORDS: Family context · Theory of Mind · Pre-school children · Cognitive development · Social development.
  Â
   GAKO-HITZAK: Familia-testuingurua · Gogamenaren Teoria (ToM) · Eskolaurrekoak · Garapen kognitiboa · Giza garapena.
   The aim of this study was to analyze the influence of family context on the perfor-mance of 5-year-old children (N=70) in Theory of Mind (ToM) tasks. The children’s perfor-mances were assessed during individual sessions held at school. Interviews were also conducted with parents in the family home, in order to gather sociodemographic data and to assess diverse variables of the family context. The results support the influence of family context on ToM development, through variables such as quality of non-parental care or level of social contact and support. The educational implications of these results are discussed in relation to family intervention.
   KEY WORDS: Family context · Theory of Mind · Pre-school children · Cognitive development · Social development.