El diálogo “familia – hijo” a temprana edad influye en el rendimiento académico futuro de los niños y niñas

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Este tema fue uno de los principales del seminario "Lenguaje para el aprendizaje en educación parvularia y básica” que organizó la Facultad de Educación de la Universidad Católica junto a su departamento de Didáctica. En la actividad participaron académicas y académicos nacionales e internacionales.

¿Cuánto vocabulario académico utilizan los estudiantes en la sala de clases o en los trabajos? ¿Qué nivel de exigencia tienen las tareas asignadas? ¿Qué tan importante es la comunicación entre padres e hijos desde temprana infancia? Fueron algunas de las preguntas analizadas durante el seminario "Lenguaje para el aprendizaje en educación parvularia y básica”.

Según Paola Uccelli, académica e investigadora de la Universidad de Harvard e invitada al seminario, es importante relevar las conversaciones familiares entre padres e hijos desde temprana edad: “La producción de lenguaje descontextualizado de los niños y niñas de dos años predice su nivel de lenguaje académico 10 años más tarde”, señaló la investigadora en base a evidencia norteamericana.

Uccelli agregó que estos resultados son interesantes ya que “la interacción y contacto con más diálogos en esa etapa de crecimiento a través de diálogos, juegos de fantasía (donde los menores deban hablar y construir historias) demostraron un mejor dominio del lenguaje académico una década después de estos mismos niños en etapa escolar. Es decir, quienes se someten a altas interacciones de diálogo logran obtener mejores resultados en el colegio”.

Eso sí, aclaró la investigadora, “esto no quiere decir que si no hablamos con los niños a los dos años ya no tenemos más oportunidad. Lo que sabemos es que el ambiente del lenguaje de la casa es muy relevante y se transforma en un apoyo para la transición al lenguaje académico (al ingresar a la escuela)”.

Una evidencia que no tomó por sorpresa Amy Crosson, académica del College of Education en Penn State University, y también invitada al seminario, quien señaló que las tareas de estudiantes de cuarto y quinto básico son de baja calidad en uso de conectores y en demanda cognitiva, según un estudio que realizó. Esta investigación analizó las tareas que entregaban 26 profesores a estudiantes de cursos de cuarto y quinto básico. Se analizaron los conectores y léxico utilizados por los estudiantes. ¿Los resultados? Más de la mitad de las tareas analizadas no contenían más de una palabra con alta demanda académica. “Encontramos evidencia mínima de las características del lenguaje académico en la escritura de los estudiantes”, explicó.

Además, señaló la experta, “había una lógica y una demanda cognitiva de baja calidad en los trabajos entregados por los alumnos. La mayoría de los estudiantes escribieron un resumen del texto que tenían que analizar y/o información fragmentada del mismo. Casi nada de análisis ni interpretación”.

Según Crosson, más allá de la longitud del texto era la baja calidad en el uso de conectores, por ejemplo, lo que preocupaba. “El leguaje académico funciona como filtro y es nuestra responsabilidad para promover este lenguaje. Este estudio nos demuestra que una parte de nuestra estrategia aumentar las oportunidades en lenguaje académico debe estar concentrada en la capacidad cognitiva de la tarea. Es decir, no sólo tiene que ver con la capacidad de los estudiantes si no, también, sobre la calidad y exigencia que le estamos pidiendo en las tareas. Es necesario pedirles tareas más desafiantes”.

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Evidencia nacional

El seminario fue organizado por la Facultad de Educación de la Universidad Católica junto a la académica y jefa del Departamento de Didáctica de la misma unidad, Alejandra Meneses; el programa de Doctorado de la misma Facultad y contó con el apoyo del Centro para la Transformación Educativa, CENTRE UC.

En el seminario también se dieron a conocer investigaciones nacionales de algunos académicos de la Facultad. Entre ellos, expuso Susana Medive, quien es la jefa del programa del Doctorado, y señaló que la comprensión lectora está fuertemente influida por “tres competencias: vocabulario, identificación de palabras y comprensión de textos”. Todos estos elementos y el gusto por la lectura, agregó, deben ser incentivados desde pre kínder: “el interés de la lectura se puede y debe educar”.

¿Cómo se fomenta el lenguaje? Para las investigadoras estadounidense esta pregunta se resuelve conversando y hablando. Según estudios estadounidenses, que expusieron durante el seminario, del total del tiempo de una clase, sólo el 25% está dedicado a darle la palabra y escuchar al estudiante.

Una conclusión que le hace sentido al académico de la Facultad, Maximiliano Montenegro, quien se dedicó a analizar las clases de ciencia en los colegios. “Hay poca consideración con los estudiantes tanto en aulas con alto y bajo desempeño”. Según el investigador, es necesario “disminuir los momentos en que los niños están pasivos en la sala de clases”.

Información periodística: Paulina Salazar, pasalazarv@uc.cl

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1 × SELECT `path` FROM educacion_rsfirewall_ignored
1 × SELECT id, rules FROM `educacion_viewlevels
1 × SELECT b.id FROM educacion_usergroups AS a LEFT JOIN educacion_usergroups AS b ON b.lft <= a.lft AND b.rgt >= a.rgt
1 × SELECT `session_id` FROM `educacion_session`
1 × SELECT `file` FROM educacion_rsfirewall_hashes
1 × SELECT * FROM educacion_rsfirewall_configuratio
1 × SELECT alias, catid FROM educacion_content
1 × SELECT `params` FROM educacion_extensions
1 × SELECT m.id, m.menutype, m.title, m.alias, m.note, m.path AS route, m.link, m.type, m.level, m.language,m.browserNav, m.access, m.params, m.home, m.img, m.template_style_id, m.component_id, m.parent_id,e.element as component FROM educacion_menu AS m LEFT JOIN educacion_extensions AS e ON m.component_id = e.extension_id
1 × SELECT * FROM educacion_languages
1 × SELECT `data` FROM `educacion_session`

OTRAS Tablas:

1 × UPDATE `educacion_session` SET `data` = '__default|a:8:{s:15:\"session.counter\";i:1;s:19:\"session.timer.start\";i:1744122813;s:18:\"session.timer.last\";i:1744122813;s:17:\"session.timer.now\";i:1744122813;s:24:\"session.client.forwarded\";s:13:\"3.148.113.167\";s:8:\"registry\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:4:\"user\";O:5:\"JUser\":25:{s:9:\"\0*\0isRoot\";b:0;s:2:\"id\";i:0;s:4:\"name\";N;s:8:\"username\";N;s:5:\"email\";N;s:8:\"password\";N;s:14:\"password_clear\";s:0:\"\";s:8:\"usertype\";N;s:5:\"block\";N;s:9:\"sendEmail\";i:0;s:12:\"registerDate\";N;s:13:\"lastvisitDate\";N;s:10:\"activation\";N;s:6:\"params\";N;s:6:\"groups\";a:0:{}s:5:\"guest\";i:1;s:13:\"lastResetTime\";N;s:10:\"resetCount\";N;s:10:\"\0*\0_params\";O:9:\"JRegistry\":1:{s:7:\"\0*\0data\";O:8:\"stdClass\":0:{}}s:14:\"\0*\0_authGroups\";a:1:{i:0;i:1;}s:14:\"\0*\0_authLevels\";a:2:{i:0;i:1;i:1;i:1;}s:15:\"\0*\0_authActions\";N;s:12:\"\0*\0_errorMsg\";N;s:10:\"\0*\0_errors\";a:0:{}s:3:\"aid\";i:0;}s:20:\"com_rsfirewall.geoip\";s:2:\"US\";}' , `time` = '1744122814'
1 × UPDATE educacion_content SET hits = hits + 1
1 × SHOW FULL COLUMNS FROM `educacion_rsfirewall_logs
1 × INSERT INTO `educacion_session` (`session_id`, `client_id`, `time`) VALUES ('2e8a11c64284ac518fd8a61ca36fe580', 0, '1744122813'
1 × DELETE FROM `educacion_session`

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Registro Database

45 Registro Consultas

35 Tipos de consultas del registro, Ordenado por acontecimientos.

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OTRAS Tablas: