Bibliographic citations
Alvites, G., (2012). Estilos educativos y grados de desarrollo del componente pragmático del lenguaje en niños de 5 años de un colegio de Lima metropolitana [Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/1646
Alvites, G., Estilos educativos y grados de desarrollo del componente pragmático del lenguaje en niños de 5 años de un colegio de Lima metropolitana []. PE: Pontificia Universidad Católica del Perú; 2012. http://hdl.handle.net/20.500.12404/1646
@mastersthesis{sunedu/2653763,
title = "Estilos educativos y grados de desarrollo del componente pragmático del lenguaje en niños de 5 años de un colegio de Lima metropolitana",
author = "Alvites Sosa, Gony Edith",
publisher = "Pontificia Universidad Católica del Perú",
year = "2012"
}
We analyze the relationship between teaching styles and the development of pragmatic component of language. The sample consisted of 66 children of both sexes for 5 years, a State educational institution of a district of Lima. We used an ex post facto design descriptive and comparative. We used the following instruments: Educational Style Profile (SEP) and Garcia Magaz Lake (1998) and Navarre Oral Language Test Revised (Plon-R) applied individually. The results show prevalence assertive style of education in parents (53%), the level of development in children pragmatic component corresponds to the needs improvement category (40%), normal (27%) and delayed (33%), in for children whose parents most assertive style of education is at a normal level and needs improvement (82%) is a minority that is in arrears (18%), but in children of parents with all punitive styles are at level of delay (100%). Chi-square test with df = 6 and α = 0.01 yields a 14.6. To this I find it df Chi-square table is 16.81. Proving that there is a level of dependence between educational styles and levels of development of the pragmatic component of language.
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