Dinámica familiar y aprendizaje en un niño con dificultades en la lectoescritura.

Abstract

THIS RESEARCH AIMS TO ANALYZE THE INFLUENCE OF FAMILY DYNAMICS ON THE LEARNING PROCESS OF A CHILD WITH READING AND WRITING DIFFICULTIES. A QUALITATIVE-DESCRIPTIVE APPROACH WAS APPLIED, GROUNDED IN VYGOTSKY’S SOCIOCULTURAL THEORY, WHICH EMPHASIZES THE ROLE OF THE SOCIAL ENVIRONMENT IN KNOWLEDGE CONSTRUCTION. THE CASE STUDY FOCUSES ON AN EIGHT-YEAR-OLD CHILD FROM PASAJE, EL ORO PROVINCE, ECUADOR, WHO EXHIBITS CHALLENGES IN READING, WRITING, FINE MOTOR SKILLS, ATTENTION, SELF-ESTEEM, AND FAMILY RELATIONSHIPS. VARIOUS INSTRUMENTS WERE USED FOR DATA COLLECTION, INCLUDING A STRUCTURED INTERVIEW WITH THE PARENTS, A SOCIOECONOMIC PROFILE, THE FF-SIL FAMILY FUNCTIONING QUESTIONNAIRE, AND THE PROLEC-R READING SKILLS ASSESSMENT. RESULTS REVEAL A DYSFUNCTIONAL FAMILY ENVIRONMENT MARKED BY POOR COMMUNICATION, FREQUENT PARENTAL CONFLICT, LIMITED ACADEMIC SUPPORT, LACK OF STUDY HABITS, FINANCIAL HARDSHIP, AND LOW EMOTIONAL STIMULATION. THESE CONDITIONS NEGATIVELY AFFECT THE CHILD’S ACADEMIC PERFORMANCE, MOTIVATION, AND EMOTIONAL STABILITY, INCREASING FRUSTRATION AND ANXIETY.