Afectaciones emocionales en niños de 7, 8 y 9 años, con problemas de aprendizaje

Abstract

This research work focuses on determining emotional effects in children 7, 8 and 9 years with learning problems. These affectations in the family area are with consequences throughout the child's life. The work is sustained by the cognitive behavioral approach, this allows us to identify an emotion through a cognitive assessment of a situation, taking into account the well-being of the individual; Behind a cognition, manifest behavior is reflected. The analysis categories were, Learning problems and Emotional effects. The study used three students comprising ages 7, 8 and 9 years, one male and two women with their respective parents, teachers and representatives of the D.E.C.E. of the Private Educational Unit Juan Pablo II of the Passage canton province of El Oro; These families reside in the said canton and surrounding sites belonging to it. The methodology that supports this work is based on the mixed approach; This approach allows the collection and analysis of quantitative and qualitative data in response to the objective set forth in this research; It is based on the descriptive design, it consists in describing in a systematic and objective way and the correlational design allows to relate the research variables. The techniques and instrument used were four types of semi-structured interviews aimed at D.E.C.E. from the educational institution, teachers from the same institution, legal representatives and children, where information was obtained about the child's social dynamics in front of the school area with their classmates and teachers and, in front of the family area with their parents; In addition, the interviews allowed gathering relevant information about the learning problem of each case. The Test Knowing My Emotions, aimed at ages between 7 to 12 years old, was used as an instrument, assesses interpersonal relationships, that is, socialization in relation to the children's environment. The intrapersonal relationship assesses the child's self-esteem, self-concept and self-perception. Adaptability indicates the infant's ability to solve problems. Mood I shows happiness and optimism, while Mood II shows the child's ability to handle emotion in various situations. The results obtained through the semi-structured interviews in the three cases reflected the emotional part of the infant affecting the school performance and social relationships, in addition, it presents fear in front of their peers and teachers, they have experienced teasing, rejection and express fear of being wrong in relation to To the school group. With respect to the Test, it was possible to determine a lack of social skills, in addition to presenting difficulty in solving problems, lack of autonomy and lack of capacity to deal with emotional situations. It is concluded that emotional affectations in children with learning problems alter the entire well-being of the different family, school and social areas; Among the emotions that are related in the three cases are, sadness, melancholy, discouragement, anger, irritability and anxiety.