Apoyo familiar y respuesta académica de un niño de 8 años con disfemia durante la educación virtual.

Abstract

Currently, families find themselves in a negative as well as positive emotional framework, which in turn was increased by covid-19. This pandemic has transformed people's lifestyles, and with it, education is virtually traversed. Family support and academic response is correlated with virtual education, which is why today it is evident that the family does not provide the necessary predisposition in the process of teaching their children, therefore, it is known the interference that occurs when accessing the Internet. Language is the capacity of the human being that is acquired in the first years of life and that will allow him/her to communicate ideas, needs, understand a conversation, maintain it and store received information. Therefore, in the linguistic framework, dysphemia is a problem that is not adequately addressed in educational institutions because it is not seen as a relevant need. At the Ecuador level, unfortunately, research related to dysphemia is limited. Therefore, it is essential that our country takes into account this type of study to instruct and provide valuable information to carry out a correct and appropriate development in early stuttering and that families acquire knowledge to address the linguistic problems of their children. Considering the close relationship that exists between family support and academic response to the aforementioned problematic situation, we proceed to pose the scientific problem: How does family support and academic response influence an 8-year-old child with dysphemia during virtual education? The following general objective is proposed: To determine the importance of family support and academic response of an 8-year-old child with dysphemia during virtual education.

In the methodology, the subject of the study is an 8-year-old boy, the mother and the teacher were also taken into account, where different tools were applied such as observation, structured interview, Goodenough test and the Parental Parenting Questionnaire. According to the results obtained, it was found that the parental upbringing of the child is deficient, therefore, there is no family support and there is little commitment to the child, and this is reflected in the academic performance during virtual education. Also, indicators of aggression and affectation in their emotional state with various factors of instability are demonstrated. An immaturity of an evolutionary delay and neurological deterioration is demonstrated.