Aprendizaje y motivación en un niño con problemas de escritura

Abstract

Writing can be a challenging task for children during their early years of schooling, even if they have already learned how to write and do not have any cognitive deficiencies. In such cases, the difficulties may be attributed to a lack of motivation, visual-motor coordination issues, or other factors. These difficulties obstruct the formation of words and sentences, which ultimately can slow down their learning process. The present study concerns a child with exhibits significant challenges in writing. Despite the absence of a psycho-pedagogical report, the child consistently demonstrates spelling mistakes and word omissions, prompting the investigation of a scientific problem: What are the characteristics of learning and motivation in a child with writing difficulties The primary objective of this research is to analyze the said child's learning and motivation characteristics thoroughly. The collection of data for the study was undertaken using various methods, including an observation guide, interviews, the School Neuropsychological Maturity Questionnaire and the VAK Neurolinguistic Programming Model. The study facilitated insight into the characteristics of learning and motivation in the subject of study, enabling the identification of writing difficulties that impede academic performance, as well as extrinsic motivation that relies 10 heavily on praise and rewards. Based on the findings, the team proposed areas of improvement and effective strategies to support the child's academic and emotional growth.