%0 Journal Article
%T Programa de intervenci¨®n, para fortalecer funciones cognitivas y ling¨¹¨ªsticas, adaptado al curr¨ªculo escolar en ni£¿os en riesgo por pobreza
%A Ghiglione
%A Mar¨ªa E.
%A Ar¨¢n Filippetti
%A Vanessa
%A Manucci
%A Vanesa
%A Apaz
%A Andrea
%J Interdisciplinaria
%D 2011
%I Scientific Electronic Library Online
%X in recent past years, studies on poverty and its impact upon cognitive and emotional development have increased notoriously. a number of works have shown how living in poverty leads to deficits in children's cognitive and socio-emotional development and to a lower performance in cognitive tests. the aim of this work is to present the design of intervention strategies and their implementation integrated to the school curriculum, in order to strengthen cognitive and linguistic resources in children at risk due to extreme poverty. based on these considerations, we present an intervention programme which aims at favouring emotional and cognitive development by means of adaptation of strategies to school curriculum, so that the latter may adjust itself to the needs of infant population in conditions of social vulnerability. among other things, it is necessary to emphasize on the development of phonological conscience, ascribable to the scanty experiences related to language these children undergo, and on the development of basic cognitive functions needed for school learning to be positively achieved. a sample of 98 six-year-old children from entre r¨ªos (rep¨²blica argentina) has been analyzed: experimental group (n = 55) and a control group without risk (n = 43). the following instruments were administered within school environment: brief intelligence test (kbit - kaufman, a.s., & kaufman, n.l., 2000), phonological conscience test (borzone & diuk, 2001), matching familiar figures test 20 (mfft20 -cairns & cammock, 1978), stroop type task: sun - moon (archibald & kerns, 1999). the intervention was carried out involving two axes. one of them, a direct intervention with the children inside the classroom, implemented by team members (interventionists), and the other, consisting in training teachers to be able to device classroom activities, taking into account the different strategies put forward by the programme named without affection there is neither learning nor growth,
%K intervention
%K cognitive resources
%K phonological awareness
%K poverty.
%U http://www.scielo.org.ar/scielo.php?script=sci_abstract&pid=S1668-70272011000100002&lng=en&nrm=iso&tlng=en