Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires

Cognitive Development (CD) and Academic Performance (AP) of children who presented perinatal and social vulnerability risk factors are a topic of interest in health and education. Therefore, the aim of this research is to characterize CD and AP of a population with these characteristics, which was a...

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Autores principales: Giulianelli , María Julia, Cabral, Marianela
Formato: Artículo revista
Lenguaje:Español
Publicado: Universidad Católica de Córdoba. Facultad de Educación 2024
Materias:
perinatal history, cognitive development, academic achievement, social vulnerability
antecedentes perinatales, desarrollo cognitivo, desempeño académico, vulnerabilidad social
Acceso en línea:https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5697
Aporte de:
Diálogos pedagógicos de Universidad Católica de Córdoba
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spelling I38-R392-article-56972025-09-03T23:56:00Z Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires Desempeño cognitivo y académico en escolares con antecedentes perinatales y vulnerabilidad social en un hospital público de la provincia de Buenos Aires Giulianelli , María Julia Cabral, Marianela perinatal history, cognitive development, academic achievement, social vulnerability antecedentes perinatales, desarrollo cognitivo, desempeño académico, vulnerabilidad social Cognitive Development (CD) and Academic Performance (AP) of children who presented perinatal and social vulnerability risk factors are a topic of interest in health and education. Therefore, the aim of this research is to characterize CD and AP of a population with these characteristics, which was accompanied by professional interventions from the transdisciplinary follow-up team.Information was collected from pediatric and psychopedagogical medical records of thirty patients. The WISC IV Intelligence test was used; school reports were requested, and a socio-economic level survey was administered, which included information regarding stimulating learning at home.Most of the children showed average levels in CD and good AP. Socio-environmental factors and received interventions associated with them were identified. Early transdisciplinary interventions (ETI), contextualized and long-term, are favorable for DC and DA. Consequently, they should be considered in follow-up programs for similar populations. El desarrollo cognitivo (DC) y el desempeño académico (DA) de niños que presentaron antecedentes perinatales y diversos niveles de vulnerabilidad social son una temática de interés en el área de salud y educación. Por ello, se buscó caracterizar el DC y el DA de una población con estas características, que fue acompañada con intervenciones profesionales del equipo de seguimiento transdisciplinario.Se recolectó información de historias clínicas de Pediatría y Psicopedagogía de treinta pacientes; se utilizó el test de Inteligencia de WISC IV; se solicitaron boletines escolares y se administró una encuesta de nivel económico social, que incluyó información respecto al estímulo a la educación en el hogar. La mayoría de niños presentaron niveles promedio en DC y buen DA. Se identificaron factores socioambientales e intervenciones recibidas asociados. Las intervenciones tempranas transdisciplinarias (ITT), contextualizadas y a largo plazo, resultan favorecedoras del DC y DA. Consecuentemente, deberían ser consideradas en programas de seguimiento de poblaciones con similares características. Universidad Católica de Córdoba. Facultad de Educación 2024-10-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/epub+zip https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5697 10.22529/dp.2024.22(44)15 Diálogos Pedagógicos; Vol. 22 Núm. 44 (2024): octubre 2024 - marzo 2025; 206-226 2524-9274 1667-2003 10.22529/dp.2024.22(44) spa https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5697/7674 https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5697/7675 Derechos de autor 2024 María Julia Giulianelli , Marianela Cabral https://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Católica de Córdoba
institution_str I-38
repository_str R-392
container_title_str Diálogos pedagógicos
language Español
format Artículo revista
topic perinatal history, cognitive development, academic achievement, social vulnerability
antecedentes perinatales, desarrollo cognitivo, desempeño académico, vulnerabilidad social
spellingShingle perinatal history, cognitive development, academic achievement, social vulnerability
antecedentes perinatales, desarrollo cognitivo, desempeño académico, vulnerabilidad social
Giulianelli , María Julia
Cabral, Marianela
Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
topic_facet perinatal history, cognitive development, academic achievement, social vulnerability
antecedentes perinatales, desarrollo cognitivo, desempeño académico, vulnerabilidad social
author Giulianelli , María Julia
Cabral, Marianela
author_facet Giulianelli , María Julia
Cabral, Marianela
author_sort Giulianelli , María Julia
title Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
title_short Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
title_full Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
title_fullStr Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
title_full_unstemmed Cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the Province of Buenos Aires
title_sort cognitive and academic performance in school children with perinatal history and social vulnerability in a public hospital of the province of buenos aires
description Cognitive Development (CD) and Academic Performance (AP) of children who presented perinatal and social vulnerability risk factors are a topic of interest in health and education. Therefore, the aim of this research is to characterize CD and AP of a population with these characteristics, which was accompanied by professional interventions from the transdisciplinary follow-up team.Information was collected from pediatric and psychopedagogical medical records of thirty patients. The WISC IV Intelligence test was used; school reports were requested, and a socio-economic level survey was administered, which included information regarding stimulating learning at home.Most of the children showed average levels in CD and good AP. Socio-environmental factors and received interventions associated with them were identified. Early transdisciplinary interventions (ETI), contextualized and long-term, are favorable for DC and DA. Consequently, they should be considered in follow-up programs for similar populations.
publisher Universidad Católica de Córdoba. Facultad de Educación
publishDate 2024
url https://revistas.bibdigital.uccor.edu.ar/index.php/dialogos/article/view/5697
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first_indexed 2025-10-23T14:27:00Z
last_indexed 2025-10-23T14:27:00Z
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