Las prácticas educativas familiares como facilitadoras del proceso de desarrollo en el niño y niña
In order to understand better the family educational practices, as facilitating factors in the development process in childhood, this issue is tackled based on two thematic blocks, which are dynamically related, being propelling elements both in the boy and girl of new zones of development. In the f...
| Autor Principal: | Henao López, Gloria Cecilia |
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| Otros Autores: | Ramírez Palacio, Carlota, Ramírez Nieto, Luz Angela |
| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Editorial Bonaventuriana
2019
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| Materias: | |
| Acceso en línea: |
Henao López, G. C., Ramírez Palacio, C., & Ramírez Nieto, L. A. (2007). Las prácticas educativas familiares como facilitadoras del proceso de desarrollo en el niño y niña. Ágora USB, 7(2), 199-385. Obando Aguirre, A., Elena Osorio, C., & Munera, M. (2007). San Juan de Luz, Santa Rita, Aures y Corvide contextos que toman vida con la presencia de fe y alegría. Ágora USB, 7(2), 199-385. |
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| Sumario: |
In order to understand better the family educational practices, as facilitating factors in the development process in childhood, this issue is tackled based on two thematic blocks, which are dynamically related, being propelling elements both in the boy and girl of new zones of development. In the first place, Vygotsky's theory of the double-bind law is tackled, as well as the zone of proximal development and the theory of the participation guided by Barbara Rogoff, these two theories belong to the socio-cultural model, where it is evident the importance of the adult as a mediator and guide for both the boy and girl in the way of approaching the world. The second issue to be covered is the family educational practices referred as those educational strategies used by parents or figures of authority for their children. It includes the issue of the concept of family based on Bronfenbrenner's ecological theory and Andolfi's systems theory; since both theories let it define it as a dynamic system of reciprocal interpersonal relationships, framed in multiple contexts which suffer social and historic processes of change, supporting the educational model proposed by Diana Baumrind, as well as the reformulation proposed by Maccoby and Martin, where family educational styles are found as examples, accounting for the characteristics of behavior in children relating to the manner how their parents exert authority |
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