La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares

61 Páginas.

Autores:: Londoño Palacio, Melissa Margarita

Tipo de recurso:

Fecha de publicación:: 2010

Institución:: Universidad de la Sabana

Repositorio:: Repositorio Universidad de la Sabana

Idioma:: spa

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dc.title.es_CO.fl_str_mv	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
title	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
spellingShingle	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares Adaptación estudiantil Adaptación social Adaptación (Psicología) Relaciones maestro-estudiante
title_short	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
title_full	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
title_fullStr	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
title_full_unstemmed	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
title_sort	La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares
dc.creator.fl_str_mv	Londoño Palacio, Melissa Margarita
dc.contributor.advisor.none.fl_str_mv	González, Martha Rocío
dc.contributor.author.none.fl_str_mv	Londoño Palacio, Melissa Margarita
dc.subject.es_CO.fl_str_mv	Adaptación estudiantil Adaptación social Adaptación (Psicología) Relaciones maestro-estudiante
topic	Adaptación estudiantil Adaptación social Adaptación (Psicología) Relaciones maestro-estudiante
description	61 Páginas.
publishDate	2010
dc.date.created.none.fl_str_mv	2010
dc.date.accessioned.none.fl_str_mv	2013-04-16T16:09:04Z
dc.date.available.none.fl_str_mv	2013-04-16T16:09:04Z
dc.date.issued.none.fl_str_mv	2013-04-16
dc.type.none.fl_str_mv	bachelorThesis
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dc.type.local.none.fl_str_mv	Tesis de pregrado
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dc.identifier.citation.none.fl_str_mv	Bar-Haim, Y., & Bart, O. (2006). Motor Function and Social Participation in Kindergarten Children. Social Development, 15, 2. Bart, O., Hajami, D., & Bar-Haim, Y. (2007). Predicting School Adjustment from Motor Habilities in Kindergarten. Infant and Child Development, 16, 597-615. Betts, L.R., & Rotenberg, K.J. (2007). Trustworthiness, Friendships and Self-control: Factors that Contribute to Young Children´s School Adjustment. Infant and Child Development, 16, 491-508 Bodin, P. (1947). La adaptación del niño al medio escolar: Buenos Aires: Kapelusz. Coie, J.D., & Cillessen, A.H. (1993). Peer Rejection: Origins and Effects on Children`s Development. American Psychological Society, 2 (3). Donelan-McCall, N. & Duna, J. (1997). School Work, Teachers, and Peers: The World of First Grade. International Journal of Behavioral Development, 21 (1), 155-178. Dunn, J., Cutting, A.L., & Fisher, N. (2002). Old Friends, New Friends: Predictors of Children’s Perspective on Their Friends at School. Child Development, 73, 2. Estell, D. B. (2007). Aggression, Social Status, and Affiliation in Kindergarten Children: A Preliminary Study. Education and Treatment of Children, 30, (2). Estell, D., Jones, M.H., Pearl, R., Van Acker, R., Farmer, T.W., & Rodkin, P.C. (2008). Peer Groups, Popularity, and Social Preference. Journal of Learning Disabilities, 41, 1. Fandiño, G., Castaño, I., y Rojas, S. (2005). Artocilación preescolar primaria ¿posibilidad o conveniencia? Colombia. Universidad Pedagógica Nacional Hanish, L.D., Ryan, P., Lynn, C., & Fabes, R.A., (2005). The Social Context of Young Children´s Peer Victimization. Social Development, 14, 1. Hay, D.F., Payne, A., & Chadwick, A., (2004). Peer relations in childhooh. Journal of child Psychology and Psychiatry, 45, 1. Hernández, R., Fernández-Collado, C., y Baptista, P. (2008). Metodología de la Investigación (4ª ed.). México: McGrawHill Juvonen, J. & Wentzel, K.R. (1996). Social Motivation: Understanding children´s school adjustment. Cambridge University Press: United States of America. Ladd, G.W. (1981). Effectiveness of a Social Learning Method for Enhancing Childen`s Social Interaction and Peer Acceptance. Child Development, 52, 171-178. Ladd, G.W., Price, J. M. (1987). Predicting Children’s Social and school Adjustment Following the Transition from Preeschool to Kindergarten. Child Development, 58, 1168-1189. Ladd, G.W. (1990). Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of children’s Early School Adjustment?. Child Development, 61, 1061-1100 Laverick, D.M. (2008). Starting School: Welcoming Young Children and Families into Early School Experiences. Early Childhood Education, 35, 321-326. Lewis, S., Cuesta, M., Ghisays, Y., & Romero, L. (2004). La adaptación social y escolar en niños con hiperactividad (TDAH) de la ciudad de Barranquilla (Colombia). Psicología desde el Caribe, 14, 125-149. Lila, M., García, F., Gracia, E. (2007). Perceived paternal and maternal acceptance and children’s outcomes in Colombia. Social Behavior and personality, 35(1), 115-124. Lindsey, E.W. (2002). Preschool Children’s Friendships and Peer Acceptance: Links to Social Competence. Child Study Journal, 32 (3) Mervis, B.A. (1985). The use of Peer-Pairing in Child Psychopatherapy. Social Work, 124-128. Miller, A.L., Fine, S.E., Gouley, K.K., Seifer, R., Dickstein, S. & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20 (8), 1170-1192 Ministerio de Educación Nacional (2002). Marco general para un modelo de articulación preescolar-primaria. Serie formación de maestros. Bogotá: Enlace editores. Sandstrom, M.J., Cillessen, A.H.N., & Eisenhower, A. (2003) Children’s Appraisal of Peer Rejection Experiences: Impact on Social and Emotional Adjustment. Social Development, 12, 4. Sebanc, A.M., Pierce, S.L., Cheatman, C.L., & Gunnar, M.R. (2003). Gendered Social Worlds in Preeschool: Dominance, Peer Acceptance and Assertive Social Skills in Boys and Girls Peer Groups. Social Development, 12, 1. Szewczyk-Sokolouski, M. & Bost, K. (2005). Attachment, Temperament and Preeschool Children`s Peer Acceptance. Social Development, 14, 3 Villanueva, L., Clemente, R.A., Garcia, F.J. (2000). Theory of Mind and Peer Rejection at School. Developmental Psychology Department. Walker, S. (2004). Teacher Reports of Social Behavior and Peer Acceptance in Early Childhood: Sex and Social Status Differences. Child Study Journal, 34 (1).
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identifier_str_mv	Bar-Haim, Y., & Bart, O. (2006). Motor Function and Social Participation in Kindergarten Children. Social Development, 15, 2. Bart, O., Hajami, D., & Bar-Haim, Y. (2007). Predicting School Adjustment from Motor Habilities in Kindergarten. Infant and Child Development, 16, 597-615. Betts, L.R., & Rotenberg, K.J. (2007). Trustworthiness, Friendships and Self-control: Factors that Contribute to Young Children´s School Adjustment. Infant and Child Development, 16, 491-508 Bodin, P. (1947). La adaptación del niño al medio escolar: Buenos Aires: Kapelusz. Coie, J.D., & Cillessen, A.H. (1993). Peer Rejection: Origins and Effects on Children`s Development. American Psychological Society, 2 (3). Donelan-McCall, N. & Duna, J. (1997). School Work, Teachers, and Peers: The World of First Grade. International Journal of Behavioral Development, 21 (1), 155-178. Dunn, J., Cutting, A.L., & Fisher, N. (2002). Old Friends, New Friends: Predictors of Children’s Perspective on Their Friends at School. Child Development, 73, 2. Estell, D. B. (2007). Aggression, Social Status, and Affiliation in Kindergarten Children: A Preliminary Study. Education and Treatment of Children, 30, (2). Estell, D., Jones, M.H., Pearl, R., Van Acker, R., Farmer, T.W., & Rodkin, P.C. (2008). Peer Groups, Popularity, and Social Preference. Journal of Learning Disabilities, 41, 1. Fandiño, G., Castaño, I., y Rojas, S. (2005). Artocilación preescolar primaria ¿posibilidad o conveniencia? Colombia. Universidad Pedagógica Nacional Hanish, L.D., Ryan, P., Lynn, C., & Fabes, R.A., (2005). The Social Context of Young Children´s Peer Victimization. Social Development, 14, 1. Hay, D.F., Payne, A., & Chadwick, A., (2004). Peer relations in childhooh. Journal of child Psychology and Psychiatry, 45, 1. Hernández, R., Fernández-Collado, C., y Baptista, P. (2008). Metodología de la Investigación (4ª ed.). México: McGrawHill Juvonen, J. & Wentzel, K.R. (1996). Social Motivation: Understanding children´s school adjustment. Cambridge University Press: United States of America. Ladd, G.W. (1981). Effectiveness of a Social Learning Method for Enhancing Childen`s Social Interaction and Peer Acceptance. Child Development, 52, 171-178. Ladd, G.W., Price, J. M. (1987). Predicting Children’s Social and school Adjustment Following the Transition from Preeschool to Kindergarten. Child Development, 58, 1168-1189. Ladd, G.W. (1990). Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of children’s Early School Adjustment?. Child Development, 61, 1061-1100 Laverick, D.M. (2008). Starting School: Welcoming Young Children and Families into Early School Experiences. Early Childhood Education, 35, 321-326. Lewis, S., Cuesta, M., Ghisays, Y., & Romero, L. (2004). La adaptación social y escolar en niños con hiperactividad (TDAH) de la ciudad de Barranquilla (Colombia). Psicología desde el Caribe, 14, 125-149. Lila, M., García, F., Gracia, E. (2007). Perceived paternal and maternal acceptance and children’s outcomes in Colombia. Social Behavior and personality, 35(1), 115-124. Lindsey, E.W. (2002). Preschool Children’s Friendships and Peer Acceptance: Links to Social Competence. Child Study Journal, 32 (3) Mervis, B.A. (1985). The use of Peer-Pairing in Child Psychopatherapy. Social Work, 124-128. Miller, A.L., Fine, S.E., Gouley, K.K., Seifer, R., Dickstein, S. & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20 (8), 1170-1192 Ministerio de Educación Nacional (2002). Marco general para un modelo de articulación preescolar-primaria. Serie formación de maestros. Bogotá: Enlace editores. Sandstrom, M.J., Cillessen, A.H.N., & Eisenhower, A. (2003) Children’s Appraisal of Peer Rejection Experiences: Impact on Social and Emotional Adjustment. Social Development, 12, 4. Sebanc, A.M., Pierce, S.L., Cheatman, C.L., & Gunnar, M.R. (2003). Gendered Social Worlds in Preeschool: Dominance, Peer Acceptance and Assertive Social Skills in Boys and Girls Peer Groups. Social Development, 12, 1. Szewczyk-Sokolouski, M. & Bost, K. (2005). Attachment, Temperament and Preeschool Children`s Peer Acceptance. Social Development, 14, 3 Villanueva, L., Clemente, R.A., Garcia, F.J. (2000). Theory of Mind and Peer Rejection at School. Developmental Psychology Department. Walker, S. (2004). Teacher Reports of Social Behavior and Peer Acceptance in Early Childhood: Sex and Social Status Differences. Child Study Journal, 34 (1). 8575 TE01897
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spelling	González, Martha RocíoLondoño Palacio, Melissa MargaritaPsicología2013-04-16T16:09:04Z2013-04-16T16:09:04Z20102013-04-16Bar-Haim, Y., & Bart, O. (2006). Motor Function and Social Participation in Kindergarten Children. Social Development, 15, 2.Bart, O., Hajami, D., & Bar-Haim, Y. (2007). Predicting School Adjustment from Motor Habilities in Kindergarten. Infant and Child Development, 16, 597-615.Betts, L.R., & Rotenberg, K.J. (2007). Trustworthiness, Friendships and Self-control: Factors that Contribute to Young Children´s School Adjustment. Infant and Child Development, 16, 491-508Bodin, P. (1947). La adaptación del niño al medio escolar: Buenos Aires: Kapelusz.Coie, J.D., & Cillessen, A.H. (1993). Peer Rejection: Origins and Effects on Children`s Development. American Psychological Society, 2 (3).Donelan-McCall, N. & Duna, J. (1997). School Work, Teachers, and Peers: The World of First Grade. International Journal of Behavioral Development, 21 (1), 155-178.Dunn, J., Cutting, A.L., & Fisher, N. (2002). Old Friends, New Friends: Predictors of Children’s Perspective on Their Friends at School. Child Development, 73, 2.Estell, D. B. (2007). Aggression, Social Status, and Affiliation in Kindergarten Children: A Preliminary Study. Education and Treatment of Children, 30, (2).Estell, D., Jones, M.H., Pearl, R., Van Acker, R., Farmer, T.W., & Rodkin, P.C. (2008). Peer Groups, Popularity, and Social Preference. Journal of Learning Disabilities, 41, 1.Fandiño, G., Castaño, I., y Rojas, S. (2005). Artocilación preescolar primaria ¿posibilidad o conveniencia? Colombia. Universidad Pedagógica NacionalHanish, L.D., Ryan, P., Lynn, C., & Fabes, R.A., (2005). The Social Context of Young Children´s Peer Victimization. Social Development, 14, 1.Hay, D.F., Payne, A., & Chadwick, A., (2004). Peer relations in childhooh. Journal of child Psychology and Psychiatry, 45, 1.Hernández, R., Fernández-Collado, C., y Baptista, P. (2008). Metodología de la Investigación (4ª ed.). México: McGrawHillJuvonen, J. & Wentzel, K.R. (1996). Social Motivation: Understanding children´s school adjustment. Cambridge University Press: United States of America.Ladd, G.W. (1981). Effectiveness of a Social Learning Method for Enhancing Childen`s Social Interaction and Peer Acceptance. Child Development, 52, 171-178.Ladd, G.W., Price, J. M. (1987). Predicting Children’s Social and school Adjustment Following the Transition from Preeschool to Kindergarten. Child Development, 58, 1168-1189.Ladd, G.W. (1990). Having Friends, Keeping Friends, Making Friends, and Being Liked by Peers in the Classroom: Predictors of children’s Early School Adjustment?. Child Development, 61, 1061-1100Laverick, D.M. (2008). Starting School: Welcoming Young Children and Families into Early School Experiences. Early Childhood Education, 35, 321-326.Lewis, S., Cuesta, M., Ghisays, Y., & Romero, L. (2004). La adaptación social y escolar en niños con hiperactividad (TDAH) de la ciudad de Barranquilla (Colombia). Psicología desde el Caribe, 14, 125-149.Lila, M., García, F., Gracia, E. (2007). Perceived paternal and maternal acceptance and children’s outcomes in Colombia. Social Behavior and personality, 35(1), 115-124.Lindsey, E.W. (2002). Preschool Children’s Friendships and Peer Acceptance: Links to Social Competence. Child Study Journal, 32 (3)Mervis, B.A. (1985). The use of Peer-Pairing in Child Psychopatherapy. Social Work, 124-128.Miller, A.L., Fine, S.E., Gouley, K.K., Seifer, R., Dickstein, S. & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20 (8), 1170-1192Ministerio de Educación Nacional (2002). Marco general para un modelo de articulación preescolar-primaria. Serie formación de maestros. Bogotá: Enlace editores.Sandstrom, M.J., Cillessen, A.H.N., & Eisenhower, A. (2003) Children’s Appraisal of Peer Rejection Experiences: Impact on Social and Emotional Adjustment. Social Development, 12, 4.Sebanc, A.M., Pierce, S.L., Cheatman, C.L., & Gunnar, M.R. (2003). Gendered Social Worlds in Preeschool: Dominance, Peer Acceptance and Assertive Social Skills in Boys and Girls Peer Groups. Social Development, 12, 1.Szewczyk-Sokolouski, M. & Bost, K. (2005). Attachment, Temperament and Preeschool Children`s Peer Acceptance. Social Development, 14, 3Villanueva, L., Clemente, R.A., Garcia, F.J. (2000). Theory of Mind and Peer Rejection at School. Developmental Psychology Department.Walker, S. (2004). Teacher Reports of Social Behavior and Peer Acceptance in Early Childhood: Sex and Social Status Differences. Child Study Journal, 34 (1).http://hdl.handle.net/10818/68988575TE0189761 Páginas.Pocas investigaciones se han centrado en la adaptación escolar y social en preescolar. Esta investigacion tiene como objetivo analizar cómo se da el proceso de adaptación escolar y social en niñas de transición de un colegio privado de la ciudad de Bogotá a través de las relaciones positivas o negativas que se dan entre los pares. Los datos fueron recolectados de 38 niñas entre los 5 y 7 años de edad. Se realizo un estudio decriptivo y los resultados indican que el 43% de las niñas son aceptadas por sus pares y el 57% son rechazadas. El docente y los padres deben conocer las estrategias necesarias para identificar y prevenir la inaadaptacion escolar y social en los niños de preescolar.Universidad de La SabanaPsicologíaFacultad de PsicologíaUniversidad de la SabanaIntellectum Repositorio Universidad de la SabanaAdaptación estudiantilAdaptación socialAdaptación (Psicología)Relaciones maestro-estudianteLa adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de paresbachelorThesisTesis de pregradopublishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_7a1fspahttp://purl.org/coar/access_right/c_abf2LICENSElicense.txtlicense.txttext/plain; charset=utf-8498https://intellectum.unisabana.edu.co/bitstream/10818/6898/2/license.txtf52a2cfd4df262e08e9b300d62c85cabMD52ORIGINAL125399.pdf125399.pdfVer documento en PDFapplication/pdf978500https://intellectum.unisabana.edu.co/bitstream/10818/6898/1/125399.pdf7ab608f0c64071f145e44387651a86efMD51TEXT125399.pdf.txt125399.pdf.txtExtracted Texttext/plain66127https://intellectum.unisabana.edu.co/bitstream/10818/6898/3/125399.pdf.txt64b73145982448d1b6fc9d505ae3969fMD5310818/6898oai:intellectum.unisabana.edu.co:10818/68982019-04-05 14:48:38.954Intellectum Universidad de la Sabanacontactointellectum@unisabana.edu.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

La adaptación escolar y social en niñas de preescolar: Un análisi a partir de las relaciones de aceptación y rechazo en el grupo de pares

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