Bibliographic citations
Moromizato, R., (2024). Adecuación cultural y viabilidad del instrumento INDI – Uruguay en contexto urbano peruano a través de docentes de Instituciones educativas públicas y privadas del nivel inicial – ciclo 2 [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/29594
Moromizato, R., Adecuación cultural y viabilidad del instrumento INDI – Uruguay en contexto urbano peruano a través de docentes de Instituciones educativas públicas y privadas del nivel inicial – ciclo 2 []. PE: Pontificia Universidad Católica del Perú; 2024. http://hdl.handle.net/20.500.12404/29594
@mastersthesis{renati/1664378,
title = "Adecuación cultural y viabilidad del instrumento INDI – Uruguay en contexto urbano peruano a través de docentes de Instituciones educativas públicas y privadas del nivel inicial – ciclo 2",
author = "Moromizato Izu, Regina Kiyomi",
publisher = "Pontificia Universidad Católica del Perú",
year = "2024"
}
The purpose of this research is to analyze the viability of the Child Development Inventory (INDI) instrument of Uruguayan origin in the Peruvian urban context in Educational Institutions of the initial level Cycle 2, which corresponds to boys and girls between 3 to 5 years old. The research is mixed: quantitative-qualitative, technological type and transversal, descriptive design and was developed in two stages. The first stage consisted of cultural adaptation with a sample of 16 teacher who work in urban areas of the Regions of Piura, Cusco, Andahuaylas, Junín, Loreto, Lima and Ica. Based on the analysis with the teachers, the initial adjustments were made, obtaining a first version of INDI-urban Peru. The second stage consisted of analyzing the feasibility of using the instrument though the pilot application to the students of the participating teachers (n=315), as a result the teachers point out that the items are observable during the educational day, the material required are available in the classrooms and perceive that the registration format is easy to use. As a recommendation for the final adjustment of the instrument is the need to establish intermediate criteria for the items evaluated based on frequency scales. In relation to the scores obtained by students based on the Uruguayan scales, we appreciate that in global terms, 87%, 79% and 82% of children at level 3, 4 and 5 respectively achieve the expected performance for the age, results that are consistent with the Graded Intensity Response (RIG) model. In conclusion, the INDI is a useful instrument with the potential to contribute to the prevention of learning difficulties by monitoring predictive skills at the Preschool 3-5 years.
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