Desarrollo del lenguaje y el aprendizaje en una niña con PCI.

Abstract

Infant cerebral palsy is a non-progressive heterogeneous condition caused by an immature brain, this causes limited mobility and is associated with a delay in gross motor skills (crawling, crawling, standing and walking), cognition and speech delay, which implies limitations in the movement and in the independence of the individual. That is why the present project has the object of study is infantile cerebral palsy, which leads to the posing of the question problem, how is the development of language and learning in a girl with PCI, whose response is guided with the objective characterize language development and learning in a girl with PCI. For this, we have decided to approach it from Jean Piaget's Theory of Cognitive Development for the learning variable, mentioning that, For normal cognitive development, it is necessary for the child to experience each of the proposed structures, since the learning acquired in each of them will start a new one. However, to talk about language, it is taken as a reference to Lev Vygotsky and his Sociocultural Theory, in which he refers to the fact that the language that forms an individual is the product of social interactions and that, although the child is born predisposed with certain characteristics can only be developed through social influence, which is why language is considered a fundamental basis for social interaction and achieving the externalization of thoughts. As described above, this research is qualitative, given that this investigative procedure helps to better characterize the aspects that define human existence due to the flexibility that is handled within this case study and the various alternatives that can be presented within it; Thus, it will be possible to give greater emphasis to the questions and meaning to the answers about the actions of other people, such as the why or how of situations. The guidelines that this research follows are of a cognitivist and sociocultural design, since the cognitivist theory focuses its study on the development and reasoning of the subject in a given context and the sociocultural theory addresses the consolidation of knowledge through networks that are formed from the experience. The choice of these models is given by the nature of the case, since it allows to analyze the characteristics of infantile cerebral palsy in language and learning. The data collection techniques and instruments were the observation, since it allows to collect information in a given context, the interview, since its design allows a rapid obtaining of information directly from the source and, finally, it was considered to apply the Questionnaire to parents Louis Rossetti Infant Language Scale, with categories that collect information on the study variable. The categories to be analyzed are the development of language as a reference to the externalization of thoughts and emotions and the ability to communicate in a context and the development of learning since this implies a relatively permanent change in behavior. The results obtained through the applied instruments coincide with the theories addressed. In the interview, the mother agreed with Marón (2006) in which they both state that language acquisition occurs through interaction with the environment. According to the data collected with the questionnaire, they indicate that the mother shows concern regarding language at the time of schooling, also coinciding with Munguía (2019). Álvarez and others (2019) indicate that the knowledge acquired is combined to give way to a new one and the mother affirms this in the interview carried out. With the observation carried out, the theory of Ramírez and Ramírez (2018) is contrasted, which confirms the strengthening of cognitive structures according to the stimulation and interaction that the infant has with the context. Conclusion, the characteristics of infantile cerebral palsy in terms of language development and learning are evidenced by approaching theories and collecting data in the context in which our object of study unfolds.