Factores ambientales en el desarrollo moral de los niños con retardo mental
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Date
2022-02-25
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Universidad Nacional de Educación Enrique Guzmán y Valle
Abstract
El objetivo de este trabajo de investigaciòn es dar a conocer que Primero: los factores ambientales, considerados como los ambientes donde todo ser
humano se desarrolla y crece, en el caso de la monografía se ha hecho referencia al
ambiente familiar, escolar y social, dado su influencia directa e indirecta con el desarrollo
moral de los niños con retardo mental.
Segundo: El desarrollo moral es entendido como el proceso de interiorización de
normas morales, familiares, escolares y socioculturales, que luego de una elaboración
personal se transforma en la escala de valores de cada individuo
Tercero: los niños con retardo mental que, de acuerdo a la teoría y norma técnica del
Minedu, su característica principal es el déficit intelectual.
Cuarto: Hurlock da cuenta que entre los factores que guardan relación con el
desarrollo moral de los niños considera: la familia, los compañeros de juego, la escuela,
actividades de recreo, el sexo y el método de aprendizaje. Cabe resaltar que dicho análisis
no se aleja de los factores ambientales trabajados en la presente monografía toda vez que
dentro de los factores ambientales están incluidos los propuestos por Hurlock.
Quinto: tanto Piaget, Kohlberg, Turing, entre otros estudiosos del desarrollo moral
del individuo, coinciden al señalar que el desarrollo moral pasa por etapas en el ser
humano y que para llegar a lograr una conciencia moral se requiere de un pensamiento
lógico que nuestros niños de cinco años por su nivel de pensamiento no lo tienen, por ello
Piaget nos habla que entre los 2 y 4 años los niños se encuentran en una etapa premoral.
Sexto: a nivel de los niños de 5 años, por los fundamentos teóricos expuestos los
niños de cinco años y más aún los niños con RM, presentan dificultad para una concepción
de la moralidad, y que gracias al lenguaje y a los juegos simbólicos, pueden seguir algunas
normas como las del aula.
The objective of this research work is to make known that First: the environmental factors, considered as the environments where all beings human develops and grows, in the case of the monograph reference has been made to the family, school and social environment, given its direct and indirect influence on the development Morality of children with mental retardation. Second: Moral development is understood as the process of internalizing moral, family, school and sociocultural norms, which after an elaboration personal becomes the scale of values of each individual Third: children with mental retardation who, according to the theory and technical standard of the Minedu, its main characteristic is the intellectual deficit. Fourth: Hurlock realizes that among the factors that are related to the moral development of children he considers: family, playmates, school, recreational activities, sex and learning method. It should be noted that this analysis does not stray away from the environmental factors worked on in this monograph since Among the environmental factors are included those proposed by Hurlock. Fifth: both Piaget, Kohlberg, Turing, among other scholars of moral development of the individual, coincide in pointing out that moral development goes through stages in the being human and that in order to achieve a moral conscience, thought is required It is logical that our five-year-old children do not have it due to their level of thinking, therefore Piaget tells us that between the ages of 2 and 4, children are in a premoral stage. Sixth: at the level of 5-year-old children, due to the theoretical foundations exposed, the five-year-old children and even more so children with MRI, have difficulty conceiving of morality, and that thanks to language and symbolic games, they can follow some rules like classroom.
The objective of this research work is to make known that First: the environmental factors, considered as the environments where all beings human develops and grows, in the case of the monograph reference has been made to the family, school and social environment, given its direct and indirect influence on the development Morality of children with mental retardation. Second: Moral development is understood as the process of internalizing moral, family, school and sociocultural norms, which after an elaboration personal becomes the scale of values of each individual Third: children with mental retardation who, according to the theory and technical standard of the Minedu, its main characteristic is the intellectual deficit. Fourth: Hurlock realizes that among the factors that are related to the moral development of children he considers: family, playmates, school, recreational activities, sex and learning method. It should be noted that this analysis does not stray away from the environmental factors worked on in this monograph since Among the environmental factors are included those proposed by Hurlock. Fifth: both Piaget, Kohlberg, Turing, among other scholars of moral development of the individual, coincide in pointing out that moral development goes through stages in the being human and that in order to achieve a moral conscience, thought is required It is logical that our five-year-old children do not have it due to their level of thinking, therefore Piaget tells us that between the ages of 2 and 4, children are in a premoral stage. Sixth: at the level of 5-year-old children, due to the theoretical foundations exposed, the five-year-old children and even more so children with MRI, have difficulty conceiving of morality, and that thanks to language and symbolic games, they can follow some rules like classroom.
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Citation
Romero Vidal, E. V. (2022). Factores ambientales en el desarrollo moral de los niños con retardo mental (Monografía de pregrado). Universidad Nacional de Educación Enrique Guzmán y Valle, Lima, Perú.