Estrategia pedagógica – ecológica para el mejoramiento del rendimiento ejecutivo, con transferencia a la intelectualidad y personalidad, en la niñez vulnerable.
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| Title: | Estrategia pedagógica – ecológica para el mejoramiento del rendimiento ejecutivo, con transferencia a la intelectualidad y personalidad, en la niñez vulnerable. |
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| Alternate Title: | Pedagogical-Ecological Strategy for Enhancing Executive Performance with Transfer to Intellectual and Personality Development in Vulnerable Children. Estratégia Pedagógica-Ecológica para o Aprimoramento do Desempenho Executivo com Transferência para a Intelectualidade e Personalidade na Infância Vulnerável. |
| Authors: | Erazo Santander, Oscar A.1 oscar.erazo@upb.edu.co, Martínez Florez, Juan F.2 juan.martinez27@usc.edu.co |
| Source: | Revista Práxis Educativa. 2025, Vol. 20, p1-19. 19p. |
| Subject Terms: | *Intellectual development, *Emotion regulation, *Poor children, *Teaching methods, *Personality development, Executive function, Ecological models, Quantitative research |
| Abstract (English): | Intervening in executive processes such as planning, working memory, and inhibition in children from vulnerable backgrounds, using pedagogical and ecological strategies, may enhance intellectual abilities and personality development. A quantitative study was conducted with a pre-test sample of 102 students and a post-test sample of 64 children aged 8 to 10. The Banfe-3, K-BIT, and CPQ instruments were applied. The results revealed significant improvements in executive functioning, intellectual capacity, and personality regulation among children in a vulnerable institution. Executive functioning improved from mild impairment to low-normal levels, IQ increased from low average to average, and personality traits showed better anxiety regulation, reduced extroversion, and normalized psychoticism. These findings suggest that it is possible to enhance executive performance, intellectual skills, and emotional and behavioral regulation in children from vulnerable contexts, even when adverse conditions persist. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | La intervención de procesos ejecutivos como planeación, memoria de trabajo e inhibición en la niñez de contextos vulnerables, con estrategias pedagógicas y ecológicas, podría mejorar las condiciones intelectuales y la personalidad. Se realizó un estudio con metodología cuantitativa con medición pretest de 102 estudiantes y pos-test con 64, entre 8 y 10 años, se aplicaron los instrumentos Banfe-3, K-bit y CPQ. Los resultados identificaron mejoras significativas en el rendimiento ejecutivo, capacidad intelectual y regulación de la personalidad, en los niños de una institución vulnerable, pasando de un funcionamiento ejecutivo con alteración leve a normalidad baja, el cociente intelectual con un promedio medio bajo a medio y la personalidad con tendencia hacia la regulación de la ansiedad, reducción de la extroversión y normalidad en el psicoticismo. Se puede concluir que es posible mejorar el rendimiento ejecutivo, la habilidad intelectual y la regulación emocional y conductual en niños de contextos vulnerables, a pesar de continuar con sus condiciones adversas. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | A intervenção em processos executivos como planejamento, memória de trabalho e inibição em crianças de contextos vulneráveis, utilizando estratégias pedagógicas e ecológicas, pode melhorar as capacidades intelectuais e o desenvolvimento da personalidade. Foi realizado um estudo com metodologia quantitativa, envolvendo uma amostra de pré-teste com 102 estudantes e uma amostra de pós-teste com 64 crianças, com idades entre 8 e 10 anos. Foram aplicados os instrumentos Banfe-3, K-BIT e CPQ. Os resultados indicaram melhorias significativas no funcionamento executivo, na capacidade intelectual e na regulação da personalidade em crianças de uma instituição vulnerável. O funcionamento executivo passou de um nível de alteração leve para normalidade baixa, o QI aumentou de médio-baixo para médio, e os traços de personalidade mostraram melhor regulação da ansiedade, redução da extroversão e normalização do psicoticismo. Esses achados sugerem que é possível melhorar o desempenho executivo, as habilidades intelectuais e a regulação emocional e comportamental em crianças de contextos vulneráveis, mesmo quando persistem condições adversas. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Intervening in executive processes such as planning, working memory, and inhibition in children from vulnerable backgrounds, using pedagogical and ecological strategies, may enhance intellectual abilities and personality development. A quantitative study was conducted with a pre-test sample of 102 students and a post-test sample of 64 children aged 8 to 10. The Banfe-3, K-BIT, and CPQ instruments were applied. The results revealed significant improvements in executive functioning, intellectual capacity, and personality regulation among children in a vulnerable institution. Executive functioning improved from mild impairment to low-normal levels, IQ increased from low average to average, and personality traits showed better anxiety regulation, reduced extroversion, and normalized psychoticism. These findings suggest that it is possible to enhance executive performance, intellectual skills, and emotional and behavioral regulation in children from vulnerable contexts, even when adverse conditions persist. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 18094031 |
| DOI: | 10.5212/PraxEduc.v.20.22676.006 |
