The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness
| Autores principales: | , , , , |
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| Formato: | Online |
| Idioma: | spa eng |
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Universidad Nacional, Costa Rica
2015
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860 |
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EDUCARE6860 |
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| record_format |
ojs |
| institution |
Universidad Nacional de Costa Rica |
| collection |
Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Herrera-González, Emmanuel Araya-Vargas, Gerardo Alonso Fernández-Sagot, Harry Morera-Castro, María Fonseca-Schmidt, Héctor |
| spellingShingle |
Herrera-González, Emmanuel Araya-Vargas, Gerardo Alonso Fernández-Sagot, Harry Morera-Castro, María Fonseca-Schmidt, Héctor The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness |
| author_facet |
Herrera-González, Emmanuel Araya-Vargas, Gerardo Alonso Fernández-Sagot, Harry Morera-Castro, María Fonseca-Schmidt, Héctor |
| author_sort |
Herrera-González, Emmanuel |
| title |
The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness |
| title_short |
The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness |
| title_full |
The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness |
| title_fullStr |
The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness |
| title_full_unstemmed |
The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness |
| title_sort |
early diagnosis of boys and girls in academic risk using the perceptual-motor diagnostic system: a longitudinal retrospective study of evidences of its effectiveness |
| title_alt |
El diagnóstico temprano de niños y niñas con riesgo académico mediante un sistema de diagnóstico perceptual-motor: Estudio retrospectivo longitudinal de evidencias de su efectividad |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2015 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860 |
| work_keys_str_mv |
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EDUCARE68602022-08-02T23:21:52Z The Early Diagnosis of Boys and Girls in Academic Risk Using the Perceptual-Motor Diagnostic System: A Longitudinal Retrospective Study of Evidences of its Effectiveness El diagnóstico temprano de niños y niñas con riesgo académico mediante un sistema de diagnóstico perceptual-motor: Estudio retrospectivo longitudinal de evidencias de su efectividad Herrera-González, Emmanuel Araya-Vargas, Gerardo Alonso Fernández-Sagot, Harry Morera-Castro, María Fonseca-Schmidt, Héctor Perceptual-motor development diagnosis academic failure boys girls Peques. Desarrollo perceptual-motor diagnóstico fracaso escolar niños niñas Peques. The main objective in this study is to evidence the efficiency of the Peques System as a useful tool to diagnose, at an early stage, possible difficulties which will affect the academic performance. In a 3-year longitudinal study, the Perceptual-Motor Diagnostic System (Peques) was applied to a sample of 149 participants (77 boys and 72 girls), who were beginning preschool education. Peques classified 38 children with a high risk to lose a year at primary school level. After a three-year follow-up (first primary school level), it was determined that 23 of the 127 who remained in the study (18%), had failed the first, second or third school year. From the high-risk group diagnosed by the Peques System, an 83% indeed lost a school year. These boys and girls had difficulties in different aspects, such as their information processing capacity, motor development, corporal image, Gestalt development and corporal coordination. We concluded that Peques System was able to predict the academic failure in the primary school level, based on the perceptual-motor development reached at preschool level. Further, based on this experience it is recommended to pay special attention to perceptual-motor development, since it plays a basic role in the academic success of boys and girls. El objetivo principal del estudio es evidenciar la eficacia del Sistema Peques como una herramienta útil para diagnosticar, de forma temprana, posibles dificultades que afectarían el rendimiento académico. Es un estudio longitudinal a tres años, se aplicó el sistema de diagnóstico perceptual-motor (Peques) en una muestra de 149 participantes (77 niños y 72 niñas), cuando iniciaban el nivel de educación preescolar. De esa muestra se clasificaron 38 participantes como de alto riesgo de llegar a perder algún año lectivo en primaria. En el transcurso de los tres años de seguimiento (I ciclo de la enseñanza primaria), se determinó que 23 de 127 personas permanecientes en el estudio (18%), reprobaron ya sea primero, segundo o tercer año. Del grupo de riesgo diagnosticado por el sistema Peques, un 83 % efectivamente reprobó el año lectivo. En estos niños y niñas se observaron dificultades en diferentes aspectos de su capacidad de procesamiento de información, desarrollo motor, imagen corporal, desarrollo Gestalt y coordinación corporal. Se concluye que el sistema Peques predice el fracaso académico en la educación primaria, a partir del desarrollo perceptual-motor alcanzado en la etapa preescolar. A partir de esta experiencia se recomienda poner especial atención al desarrollo perceptual-motor, ya que este juega un papel fundamental en los éxitos académicos de los niños y las niñas. Universidad Nacional, Costa Rica 2015-07-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html audio/mpeg audio/mpeg https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860 10.15359/ree.19-3.1 Revista Electrónica Educare; Vol. 19 No. 3 (2015): Revista Electrónica Educare (setiembre-diciembre); 1-14 Revista Electrónica Educare; Vol. 19 Núm. 3 (2015): Revista Electrónica Educare (setiembre-diciembre); 1-14 Revista Electrónica Educare; v. 19 n. 3 (2015): Revista Electrónica Educare (setiembre-diciembre); 1-14 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860/16372 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860/7043 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860/7537 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6860/7538 Copyright (c) 2015 Revista Electrónica Educare |