Bibliographic citations
Remy, M., (2018). Factores asociados al desarrollo de lenguaje en niños que asisten a dos centros educativos iniciales en un asentamiento humano en Pachacutec, Ventanilla, Callao [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/51
Remy, M., Factores asociados al desarrollo de lenguaje en niños que asisten a dos centros educativos iniciales en un asentamiento humano en Pachacutec, Ventanilla, Callao []. PE: Universidad Antonio Ruiz de Montoya; 2018. http://hdl.handle.net/20.500.12833/51
@misc{renati/1007679,
title = "Factores asociados al desarrollo de lenguaje en niños que asisten a dos centros educativos iniciales en un asentamiento humano en Pachacutec, Ventanilla, Callao",
author = "Remy Cruz, Michele Alessandra",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2018"
}
Early childhood is the most crucial stage of human development. Early experiences are part of the foundation of the brain, which is the center of the child's integral growth. The environments in which the child is directly involved are the home and the preschool. Poverty prevents children from reaching their maximum development potential, representing a risk factor for cognitive development. It has been identified that in Callao region, Ventanillla is one of the poorest community in the region. In Peru, the number of researches that analyze the effect of the individual, family and preschool factors on the development of language is limited. The objective of this study was to know how these factors affect language development, through a multiple linear regression. The research involved 165 children who attended two preschool from Callao. To measure language in children, Test de Vocabulario en Imágenes Peabody III (TVIP-III) was used. To assess family factors, a socio-demographic questionnaire and two adapted scales were used. Finally, for the preschool factors, a questionnaire adapted to the teachers was applied. It was found that the age of the child, the educational materials used by the parents in the interaction and the preschool infrastructure presents a positive and statistically significant effect on the child's language development.
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