Social inclusion in the cognitive development of children in the educational unit 24 De Julio Chone-Manabí

Jessica Johanna Intriago-Rodríguez; Francisca Margarita Ávil-Rosales

doi:10.21744/ijss.v8n4.2448

Authors

Jessica Johanna Intriago-Rodríguez
jessicaj.intriago@pg.uleam.edu.ec
Napoleon Davila Cordova General Hospital, Chone, Manabi, Ecuador
Francisca Margarita Ávil-Rosales Universidad Laica Eloy Alfaro de Manabí Extensión Chone, Manabí, Ecuador

Keywords:

children, cognitive development, social inclusion, students

Abstract

Research was conducted on social inclusion in the cognitive development of boys and girls at the 24 de Julio Chone Educational Unit. The objective was to determine the impact of social inclusion on the cognitive development of children at this institution. A mixed approach (qualitative and quantitative) was adopted, including analytical and systemic methods and descriptive methods. The techniques used included an observation sheet for classroom students and an interview with the grade-school teacher. The sample consisted of teachers, administrators, and students, while the sample consisted of 25 students from the school and the grade-school teacher. By observing the unique characteristics of each child and, above all, by paying attention to their abilities, these served as the main support point for developing inclusion strategies. The result was that, with the use of strategies related to Neuropedagogy, through the creation of a drawing by the children, there was a positive impact since they were able to identify and graphically describe the characters in the reading, showing that through these types of strategies related to the plastic arts, the children were able to improve their reading comprehension.

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