Publicación Oficial de la Sociedad Ecuatoriana de Neurología, de la Liga Ecuatoriana Contra la Epilepsia y de la Sociedad Iberoamericana de Enfermedad Cerebrovascular

Primera infancia

 

Intervenciones Cognitivas, Emocionales y Educativas Para Niños en Primera Infancia. Revisión Sistemática. Cognitive, Emotional And Educational Interventions For Children In Early Childhood. Systematic Review.

Introduction. It is essential to implement intervention processes during early childhood for the recognition and management of emotions. This stage of development is the foundation for learning and for acquisition of cognitive, behavioral, and social skills.

Objective. Evaluate the quality of the interventions from the cognitive, emotional and behavioral aspects in early childhood, which allow guiding educational programs for the development an d strengthening of emotional intelligence.

Method. A search was performed in digital databases: Scopus, ScienceDirect, APA PsycNET, ProQuest, Web of Science, and Pubmed between January 2013 and August 2022.

Results. 165 articles were identified in the aforementioned databases, resulting in 26 articles after using the different selection filters and inclusion criteria. Interventions focused on the family (14 interventions), the school (7 interventions) and the children (4 interventions) were identified.

Discussion. The interest in the development of intervention programs for children in early childhood with quality standards at the research level (clinical trials, large samples, bias control) and with positive results that reveal the importance of carrying out adequate accompaniment in said stage is highlighted development.

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Relación entre el desarrollo psicomotor y funciones ejecutivas en la primera infancia de niños/as de 3 a 5 años. Relationship between psychomotor development and executive functions in early childhood of children from 3 to 5 years old

Psychomotor development is understood as the maturation of the central nervous system, which progresses as the child goes through stages in a linear and systematized manner. In relation to executive functions, these are known as a series of mental processes that allow managing and coordinating thoughts, emotional responses, and behavior. The main objective of the research was to analyze the relationship between psychomotor development and executive functions in children between 3 and 5 years old. For this, a bi bliographical systematic review study was carried out on psychomotor development and executive functions in children aged 3 to 5 years in the last 10 years. Likewise, the Scielo database was considered, and the observation technique was used to extract the information and bibliographic records were manipulated as a data collection instrument. The findings found that psychomotor development and executive functions are related, given that they have a predictive value in certain child development deficits. It can be concluded that language, social development, and motor skills are associated with cognitive processes, such as inhibition and working memory. In this sense, it is considered relevant that, in this age range, given the early psychomotor development and executive functions, nursery educators must be trained in this subject so that they can generate early intervention plans adapted for the promotion and prevention of certain deficits in early childhood development.

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