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• W2998113338 abstract "Studying the cogni t ive development of blind children is particularly interesting in itself and because it provides intervention guidelines. The etiology of blindness is heterogeneous but this does not hinder the possibility of establishing the characteristics typical of its development. If these children acquire language at approximately 2 years, it means the last stage of sensorimotor intelligence has been achieved.To determine the strategies that blind infants and toddlers adopt during the sensorimotor period to achieve an adequate level of development. Population and method. The study was carried out in students from a public Special Education School of the Autonomous City of Buenos Aires. This was a qualitative study for the identification of coincidences to define strategies. Blind children aged 3 months to 3 years were observed. The analysis unit was each significant segment of the directed play sessions conducted in a Gesell chamber and guided by the stimulation therapist.Thirty-four children were included and 55 observations were made. Children's modes of action were categorized as significant features of a strategy. Four thematic focuses and four stages were identified and chronologically supported with acquisitions that were considered organizers. The assessment showed that 71% of children achieved an adequate cognitive development for their age.Systematizing strategies will help to develop an instrument to detect delays and define intervention guidelines.Introducción. Estudiar el desarrollo cognoscitivo del niño ciego supone un interés en sí mismo y proporciona pautas de intervención. Existe heterogeneidad de etiologías, pero ello no impide que se puedan conocer las características que son propias de su desarrollo. Si, aproximadamente, a los 2 años, estos bebés adquieren el lenguaje, eso significa que el último estadio de la inteligencia sensorio-motriz ha sido alcanzado. Objetivo. Determinar cuáles son las estrategias que siguen los bebés ciegos durante el período sensorio-motriz para llegar a un nivel de desarrollo adecuado. Población y método. La investigación se realizó con alumnos de la Escuela de Educación Especial dependiente de la Ciudad Autónoma de Buenos Aires. Fue un trabajo de tipo cualitativo en el que se individualizaron las coincidencias para definir estrategias. Se observaron niños ciegos de entre 3 meses y 3 años. Se tomó como unidad de análisis cada uno de los segmentos significativos de las sesiones de “juego guiado” realizado en la cámara gesell por la maestra estimuladora. Resultados. Se incluyeron 34 niños; se hicieron 55 observaciones. Se categorizaron los “modos de acción” del niño tomándolos como rasgos significativos de una estrategia. Se distinguieron cuatro ejes temáticos y cuatro etapas, sustentadas cronológicamente con adquisiciones que se consideraron “organizadores”. La evaluación mostró que un 71% llegó al nivel adecuado de desarrollo cognoscitivo de acuerdo con su edad. Conclusión. Sistematizar las estrategias permitirá contar con un instrumento que posibilite detectar el retraso y definir las pautas de intervención." @default.
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• W2998113338 date "2018-06-01" @default.
• W2998113338 modified "2023-10-06" @default.
• W2998113338 title "Strategies of blind children to achieve cognitive development. A qualitative study" @default.
• W2998113338 doi "https://doi.org/10.5546/aap.2018.eng.e378" @default.
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