Padres y su influencia en la conducta y rendimiento en los niños con trastorno de personalidad de 5to año de la Educativa Rosa Chávez Sellan, Parroquia Febres Cordero, Cantón Babahoyo, 2023
| dc.contributor.advisor | Romero Jacome, Victor Abel | |
| dc.contributor.author | Martinez Alvarado, Mariu Mayleth | |
| dc.date.accessioned | 2023-11-16T17:03:21Z | |
| dc.date.available | 2023-11-16T17:03:21Z | |
| dc.date.issued | 2023 | |
| dc.identifier.uri | http://dspace.utb.edu.ec/handle/49000/15320 | |
| dc.description | The study arose from the need to better understand how parents can assist in the adjustment and academic performance of children with personality disorders, it emphasizes the need for active collaboration between parents and educators to meet the special needs of these youngsters. The term "Personality Disorder in Children" is defined as persistent patterns of aberrant behavior, thoughts, and emotions in childhood or adolescence. In addition, "Behavior" and "Academic Performance" are defined as critical components in the educational environment. It is framed within the research line of the educational model and the sub-line Methods, Techniques and Strategies of Teaching-Learning, contributing these lines of research to the development of more effective techniques to support the development and education of children, providing a more complete vision of the interaction between parents and children with personality disorder. The relevance of parental involvement in the adjustment and academic performance of children with personality disorders is highlighted. Parents' impressions are typically favorable; however, there are variations of opinion as to the influence of their involvement. The most important findings are summarized and the importance of parental involvement in their children's education is emphasized. | es_ES |
| dc.description | The study arose from the need to better understand how parents can assist in the adjustment and academic performance of children with personality disorders, it emphasizes the need for active collaboration between parents and educators to meet the special needs of these youngsters. The term "Personality Disorder in Children" is defined as persistent patterns of aberrant behavior, thoughts, and emotions in childhood or adolescence. In addition, "Behavior" and "Academic Performance" are defined as critical components in the educational environment. It is framed within the research line of the educational model and the sub-line Methods, Techniques and Strategies of Teaching-Learning, contributing these lines of research to the development of more effective techniques to support the development and education of children, providing a more complete vision of the interaction between parents and children with personality disorder. The relevance of parental involvement in the adjustment and academic performance of children with personality disorders is highlighted. Parents' impressions are typically favorable; however, there are variations of opinion as to the influence of their involvement. The most important findings are summarized and the importance of parental involvement in their children's education is emphasized. | es_ES |
| dc.description.abstract | El estudio surgió de la necesidad de comprender mejor cómo los padres pueden ayudar en la adaptación y el rendimiento académico de los niños con trastornos de la personalidad, se hace hincapié en la necesidad de una colaboración activa entre padres y educadores para satisfacer las necesidades especiales de estos jóvenes. El término "Trastorno de la personalidad en niños" se define como patrones persistentes de comportamiento, pensamientos y emociones aberrantes en la infancia o la adolescencia. Además, "Comportamiento" y "Rendimiento académico" se definen como componentes críticos en el entorno educativo. Se enmarca dentro de la línea de investigación del modelo educativo y la sub-línea Métodos, Técnicas y Estrategias de Enseñanza-Aprendizaje, contribuyendo estas líneas de investigación al desarrollo de técnicas más eficaces para apoyar el desarrollo y la educación de los niños, proporcionando una visión más completa de la interacción entre padres e hijos con trastorno de personalidad. Se destaca la relevancia de la participación de los padres en la adaptación y el rendimiento académico de los niños con trastornos de la personalidad. Las impresiones de los padres son típicamente favorables, sin embargo, hay variaciones de opinión en cuanto a la influencia de su compromiso. Se resumen los resultados más importantes y se subraya la importancia del compromiso de los padres en la educación de sus hijos. | es_ES |
| dc.format.extent | 33 p. | es_ES |
| dc.language.iso | es | es_ES |
| dc.publisher | BABAHOYO: UTB, 2023 | es_ES |
| dc.rights | Atribución-NoComercial-SinDerivadas 3.0 Ecuador | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/ec/ | * |
| dc.subject | Trastorno de personalidad | es_ES |
| dc.subject | Conducta | es_ES |
| dc.subject | Rendimiento | es_ES |
| dc.subject | Apoyo emocional | es_ES |
| dc.title | Padres y su influencia en la conducta y rendimiento en los niños con trastorno de personalidad de 5to año de la Educativa Rosa Chávez Sellan, Parroquia Febres Cordero, Cantón Babahoyo, 2023 | es_ES |
| dc.type | bachelorThesis | es_ES |
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Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 Ecuador