SciELO - Scientific Electronic Library Online

vol.7 número12Propuestas y debates en la enseñanza de la lectura y la escritura: Una experiencia de comparación de métodosConsiderações acerca da atualidade da teoria winnicottiana no aprender a falar, a ler e a escrever índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Cadernos de Psicopedagogia

versão impressa ISSN 1676-1049


VIGUER SEGUI, Paz  e  SERRA DESFILIS, Emilia. Social class and family environment quality in childhood. Cad. psicopedag. [online]. 2008, vol.7, n.12, pp. 00-00. ISSN 1676-1049.

The aim of this study is to analyse the relation between the family environment quality in childhood and the social class. For this one we have applied the H.O.M.E. Scale (Home Observation for Measurement of Environment) in the spanish versions, adapted by Moreno and Palacios in 1990 and 1992 respectively, to a sample of 410 children, both sex and ages between 3 and 10. Results show that the social class where children are developted, is a higtly significant aspect in the family environment, making an important relation with quality of that. From early years important differences in the quality of familiar environment exist, for this one at social level is important working in the compensation of this structural inequalities with a children education and others quality community iniciatives, that promove and give ambients, materials and stimulate experiences of child development.This article aims to reflect on a psychological intervention accomplished into a group of 3rd grade of a federal public school. Taking care of the complaint of the teacher to the “indiscipline” that characterized the group, observations in classroom and activities with the pupils had been carried through. Also was effected informal interview and colloquies with the teacher on the intervention carried through next to the pupils, so that this if recognized as co-producer of the context. The proposal to work in two ways: the pupils and the teacher, was based on the purpose that any challenge in one given situation implies some other aspects that constitute the relation. As result, the recognition of the teacher and the pupils as participants by the situation/complaint and for the possibilities of its transformation. With the institution in a general way, however, the results had been inconsiderables with respect to this implication.

Palavras-chave : Childhood; Family environment; Home; Social class.

        · resumo em Espanhol     · texto em Espanhol     · Espanhol ( pdf )


Creative Commons License