La dislexia y su incidencia en el desarrollo emocional y del aprendizaje en niños.

Abstract

In recent years, the appearance of a series of problems developed within the learning processes of children within educational institutions can be seen, for this reason dyslexia problems are recognized as something common, since they directly affect the emotional development of children. The purpose of this research is to determine the aspects of greatest determination produced by dyslexia and its impact on emotional development and learning in children, which require actions that allow them to have adequate development in the face of reading and word understanding activities. in classes. This study is theoretically based on the cognitive behavioral approach, which indicates that in relation to the perception of understanding, girls perceive and build the world, this is what manages to determine the behavior and emotion of children with dyslexia problems. Thus trying to control and prevent the development of negative effects that affect their educational process due to this condition. Within the research, three analysis topics were taken into account, the cognitive-behavioral part in children with dyslexia problems at the Romero Murillo Pazmiño Basic Education School. The research was carried out to the teachers, this is composed of 8 open questions in which it is a question of consolidating the knowledge in relation to the perception of the teachers according to the proposed theme and the application of this didactic material in the development of the process. of teaching-learning that manage the teaching-learning process within the school based on the work with children from 6 to 10 years of age. The methodological approach proposed within the present responds to the qualitative type of phenomenological design. In which it can be seen that children have trust problems, therefore within the results we can see that teachers maintain that children with dyslexia problems do not participate actively in the reading activities proposed by the teacher, since This child tends to withdraw and isolate himself within the classroom so as not to be taken into account. In relation to the incidence that dyslexia presents within the training and learning processes of children in initial education, for this reason it can be seen that these actions affect in a sustained way everything related to the affective development of children, It is necessary to take into consideration that within the classroom it can be seen that these children isolate themselves and generate conditions in which a refusal to learn is observed as a characteristic. On the other hand, despite what has been observed in relation to children with dyslexia, it is important to highlight that these children do have adequate intelligence, however, due to situations typical of their condition, they tend to present behavioral problems which can be aggressive, scattered or depressed, interacting negatively with their family, social and educational environment.