Parental involvement through play in a semi-rural school in chile: contributing to the development of children and adolescents
DOI:
https://doi.org/10.17561/riai.v7.n2.6361Keywords:
Parental Involvement, Games, Child and Adolescent DevelopmentAbstract
In the context of accompanying and promoting fuller development among boys, girls and adolescents (NNA) in a rural school in the El Monte district, Chile. Given the existing knowledge that associates a fuller development and with fewer possibilities of decision-making with a tendency to risk in this age group when there is greater parental involvement, an interdisciplinary group of professionals is implementing the game as an activity that allows the articulation of pedagogical objectives of the areas of generic (attitudinal) and cognitive training in the long term through the active participation of adults with whom children and adolescents maintain a bond. Taking the effectiveness of environmental prevention as a frame of reference, some central notions are reviewed. Among them, emotional literacy as a protective factor of health, the importance of the limits that are adapted in the interaction with adults according to the stage of the life cycle in NNA where the game can act with a modeling role, the interaction between neurodevelopment and exposure in this period to external agents (a concrete example is exposure to drugs and alcohol that, delayed in their onset, reduces the probability of addictions in the future) and the importance of the role of a community of adults with the same discourse, willing to care and generating conditions for the above to be reflected. This is a first report that seeks to be a precedent for field investigations, which are under development.
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