Informe de la aplicación de la prueba diagnóstica de primer ingreso de la Región de San José
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1995
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IIMEC
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En esta serie de informes se reportan los resultados de las evaluaciones de diagnóstico administradas durante los años 1995 y 1996 a los niños de primer ingreso de la Educación General Básica. Este proyecto de Pruebas Diagnósticas forma parte del Programa de Mejoramiento de la Calidad de la Educación (PROMECE). Su objetivo principal es ofrecer información, sobre el nivel de conocimiento de los niños que ingresan a primer año de la Educación General Básica, que permita la toma de decisiones educativas y curriculares pertinentes, así como la elaboración de acciones 35 educativas preventivas que eleven la tasa de éxito y, por último, la capacitación de maestros, supervisores, asesores, directores y padres de familia para una mejor atención y estimulación de los niños de estas edades. Para realizar las investigaciones, se siguió un criterio geográfico, por lo cual se dividió el territorio nacional en cuatro zonas: 1. San José 2. Heredia, Alajuela, Cartago 3. Puriscal, Turrialba, Pérez Zeledón, San Carlos 4. Liberia, Nicoya, Santa Cruz, Cañas, Puntarenas, Aguirre, Coto, Limón, Guápiles En el marco teórico que se fundamentan estas investigaciones, se definen los conceptos de desarrollo y de aprendizaje a partir de la relación que existe entre ambos. Se establecen, además, las características generales en cuanto a habilidades, actitudes y valores que dominan los niños al ingresar al primer año, así como algunos rasgos comunes, en el desarrollo de los niños, que fueron diagnosticados en estudios previos y que merecen especial atención, por ejemplo, la necesidad de promover actividades que favorezcan la habilidad motora gruesa y las destrezas motoras finas. En cuanto al desarrollo cognitivo-lingüístico, se señala un porcentaje relevante de niños con dificultades para iniciar el proceso de lecto-escritura, el cual se relaciona con un conjunto de variables que intervienen en su adquisición: salud, situación social, actitud hacia el aprendizaje y nivel intelectual (Condemarín y otros: 1991). Otra consideración importante que se expone es el hecho de que el dominio de la lecto-escritura y las nociones matemáticas básicas requieren de habilidades previas, que de no haber sido adquiridas al momento de ingresar al primer año, pueden causar problemas. Se plantean también, según lo establece la National Association for the Education of the Young Children (1992), cuáles se consideran prácticas apropiadas y cuáles prácticas inapropiadas para el aprendizaje, así como las normas para evaluar la condición de estos niños. La muestra escogida, tanto para la investigación de 1995 como para la de 1996, representa el 6% de la población de niños que ingresaron a primer grado en esos años. La recolección de datos se llevó a cabo por medio de una prueba gráfica, elaborada especialmente para los niños, y cuestionarios confeccionados para los maestros y los padres de familia. Para la exposición de los resultados de las pruebas diagnóstico realizadas en 1995, se elaboraron cuatro informes, uno para cada una de las regiones en estudio. En cada uno de ellos se analizan los datos recogidos y se formulan las respectivas conclusiones. Los resultados de las pruebas administradas en 1996 se presentan en un solo informe, aunque también se siguió el criterio de regionalización que se estableció para el estudio del año anterior. Originalmente, para este segundo proyecto, se plantearon tres objetivos; sin embargo, en el informe solo se exponen los resultados que corresponden a dos de ellos; a saber, conocer las características demográficas, de desarrollo físico, de desarrollo cognitivo-lingüístico y de desarrollo socio-emocional con que llegan los niños costarricenses al primer año de la Educación General Básica, e identificar aquellos aspectos del desarrollo y del aprendizaje que presentan dificultades, con el fin de que la información obtenida permita la toma de decisiones educativas y curriculares pertinentes. Grosso modo, del análisis de ambas investigaciones se infiere que hay diferencias significativas, relacionadas con la edad, el sexo, la asistencia o no asistencia al jardín de niños y el nivel socioeconómico, que influyen directamente en el desarrollo y el aprendizaje de los niños.
ABSTRACT: In this series of reports, the results of the diagnostic evaluations administered during the years 1995 and 1996 to the first-time children of Basic General Education are reported. This Diagnostic Testing project is part of the Program for the Improvement of the Quality of Education (PROMECE). Its main objective is to offer information on the level of knowledge of children entering a first grade of General Basic Education, which allow the necessary educational and curricular decision-making, as well as the preparation of preventive educational actions that raises the rate of success and, finally, the training of teachers, supervisors, advisers, principals and parents for better care and stimulation of children of these ages. To carry out the investigations, a geographical criterion is followed, for which the national territory is divided into four zones: 1. San José 2. Heredia, Alajuela, Cartago 3. Puriscal, Turrialba, Pérez Zeledón, San Carlos 4. Liberia, Nicoya , Santa Cruz, Cañas, Puntarenas, Aguirre, Coto, Limón, Guápiles In the theoretical framework on which these investigations are based, the concepts of development and learning are identified from the relationship that exists between the two. The general characteristics in terms of skills, attitudes and values that children dominate when entering the first grade , as well as some common aspects, in the development of children, that were diagnosed in previous studies and that deserve special attention, for example, the need to promote activities that promote gross motor skills and fine motor skills. Regarding cognitive-linguistic development, a significant percentage of children with difficulties in starting the reading-writing process is indicated, which is related to a set of variables that intervene in their acquisition: health, social situation, attitude towards learning and intellectual level (Condemarín et al: 1991). Another important consideration discussed is the fact that mastery of reading-writing and basic math notions of prior skill problems, which was not acquired at the time of entering the first grade, can cause problems. They are also raised, as established by the National Association for the Education of Young Children (1992) which are considered appropriate practices and which are inappropriate practices for learning, as well as the norms to assess the condition of these children. The sample chosen, for both the 1995 and 1996 research, represents 6% of the population of children who entered first grade in those years. Data collection was carried out by means of a graphical test, prepared especially for children, and questionnaires prepared for teachers and parents. For the presentation of the results of the diagnostic tests carried out in 1995, four reports were prepared, one for each of the regions under study. In each one of them the collected data is analyzed and the respective conclusions are formulated. The results of the tests administered in 1996 are presented in a single report, although the regionalization criteria established for the study of the previous year were also followed. Originally, for this second project, three objectives were set; however, the report only shows the results that correspond to two of them; namely, to know the demographic characteristics, physical development, cognitive-linguistic development and socio-emotional development with which Costa Rican children arrive in the first year of Basic General Education, and to identify those aspects of development and learning that present difficulties , in order that the information obtained allows the pertinent educational and curricular decision making. Roughly, from the analysis of both investigations it is inferred that there are significant differences, related to age, sex, attendance or non-attendance at kindergarten and socioeconomic level, that directly influence the development and learning of children.
ABSTRACT: In this series of reports, the results of the diagnostic evaluations administered during the years 1995 and 1996 to the first-time children of Basic General Education are reported. This Diagnostic Testing project is part of the Program for the Improvement of the Quality of Education (PROMECE). Its main objective is to offer information on the level of knowledge of children entering a first grade of General Basic Education, which allow the necessary educational and curricular decision-making, as well as the preparation of preventive educational actions that raises the rate of success and, finally, the training of teachers, supervisors, advisers, principals and parents for better care and stimulation of children of these ages. To carry out the investigations, a geographical criterion is followed, for which the national territory is divided into four zones: 1. San José 2. Heredia, Alajuela, Cartago 3. Puriscal, Turrialba, Pérez Zeledón, San Carlos 4. Liberia, Nicoya , Santa Cruz, Cañas, Puntarenas, Aguirre, Coto, Limón, Guápiles In the theoretical framework on which these investigations are based, the concepts of development and learning are identified from the relationship that exists between the two. The general characteristics in terms of skills, attitudes and values that children dominate when entering the first grade , as well as some common aspects, in the development of children, that were diagnosed in previous studies and that deserve special attention, for example, the need to promote activities that promote gross motor skills and fine motor skills. Regarding cognitive-linguistic development, a significant percentage of children with difficulties in starting the reading-writing process is indicated, which is related to a set of variables that intervene in their acquisition: health, social situation, attitude towards learning and intellectual level (Condemarín et al: 1991). Another important consideration discussed is the fact that mastery of reading-writing and basic math notions of prior skill problems, which was not acquired at the time of entering the first grade, can cause problems. They are also raised, as established by the National Association for the Education of Young Children (1992) which are considered appropriate practices and which are inappropriate practices for learning, as well as the norms to assess the condition of these children. The sample chosen, for both the 1995 and 1996 research, represents 6% of the population of children who entered first grade in those years. Data collection was carried out by means of a graphical test, prepared especially for children, and questionnaires prepared for teachers and parents. For the presentation of the results of the diagnostic tests carried out in 1995, four reports were prepared, one for each of the regions under study. In each one of them the collected data is analyzed and the respective conclusions are formulated. The results of the tests administered in 1996 are presented in a single report, although the regionalization criteria established for the study of the previous year were also followed. Originally, for this second project, three objectives were set; however, the report only shows the results that correspond to two of them; namely, to know the demographic characteristics, physical development, cognitive-linguistic development and socio-emotional development with which Costa Rican children arrive in the first year of Basic General Education, and to identify those aspects of development and learning that present difficulties , in order that the information obtained allows the pertinent educational and curricular decision making. Roughly, from the analysis of both investigations it is inferred that there are significant differences, related to age, sex, attendance or non-attendance at kindergarten and socioeconomic level, that directly influence the development and learning of children.
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EDUCACIÓN PRIMARIA, PRUEBAS, DIAGNÓSTICO, CAPACITACIÓN DE PERSONAL, DATOS ESTADÍSTICOS, PRIMARY EDUCATION, LEARNING TESTING /DIAGNOSTIC STATISTICAL DATA, TESTING, DIAGNOSTIC, STATISTICAL DATA