Desafíos en el desarrollo infantil: Un estudio sobre los factores de riesgo en entornos familiares y sociales en niños de 9 a 12 años, en una escuela del municipio de Los Patios
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Fecha
2025
Autores
Martinez Mantilla, Marlyn Mayerli
Niño Romero, Karolay Vanesa
Rueda Rodríguez, Héctor Julián
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El desarrollo infantil es un proceso complejo influido por factores familiares, escolares y sociales que interactúan constantemente. El presente estudio, titulado Desafíos en el desarrollo infantil: un estudio sobre los factores de riesgo en entornos familiares y sociales en niños de 9 a 12 años, en una escuela del municipio de Los Patios, tuvo como objetivo analizar cómo estos contextos inciden en la aparición de conductas problemáticas y en el bienestar emocional de los niños.
La investigación se desarrolló bajo un paradigma interpretativo, con un enfoque cualitativo de tipo descriptivo y un diseño transversal, orientado a comprender las experiencias de niños, padres y docentes frente a los factores de riesgo que afectan el desarrollo infantil.
La población estuvo conformada por estudiantes de 9 a 12 años del Instituto Técnico Mario Pezzotti Lemus, junto con sus padres y cuidadores. Se emplearon tres instrumentos de recolección: entrevistas semiestructuradas, estrategias lúdico-reflexivas y observación directa en el entorno escolar. Estos permitieron identificar la influencia de la comunicación familiar, los conflictos, la falta de acompañamiento emocional y las dinámicas escolares en el desarrollo emocional y social de los niños.
Los resultados mostraron factores de riesgo como la escasa comunicación afectiva, los conflictos familiares, el acoso escolar y la exposición a entornos violentos, además de factores protectores como el apoyo docente y las redes familiares.
En conclusión, la investigación evidencia la relación entre familia, escuela y comunidad, aportando a la psicología social y educativa una visión contextualizada para diseñar estrategias preventivas e intervenciones orientadas al bienestar infantil.
Child development is a complex process influenced by family, school, and social factors that constantly interact. This study, titled Challenges in Child Development: A Study on Risk Factors in Family and Social Environments in Children Aged 9 to 12, in a School in Los Patios Municipality, aimed to analyze how these contexts affect the emergence of behavioral difficulties and the emotional well-being of children. The research was conducted under an interpretive paradigm, using a qualitative descriptive approach and a cross-sectional design, focused on understanding the experiences of children, parents, and teachers regarding the risk factors that influence child development. The study population consisted of children aged 9 to 12 years from Instituto Técnico Mario Pezzotti Lemus, along with their parents and caregivers. Three data collection instruments were used: semi-structured interviews, play-based reflective strategies, and direct observation in the school environment. These tools made it possible to identify the influence of family communication, conflicts, lack of emotional support, and school dynamics on children’s emotional and social development. The results revealed risk factors such as poor affective communication, family conflicts, bullying, and exposure to violent environments, as well as protective factors like teacher empathy and family support networks. In conclusion, the study highlights the strong relationship between family, school, and community in children’s development and contributes to social and educational psychology by offering a contextualized understanding for preventive strategies and interventions aimed at promoting children’s emotional and social well-being.
Child development is a complex process influenced by family, school, and social factors that constantly interact. This study, titled Challenges in Child Development: A Study on Risk Factors in Family and Social Environments in Children Aged 9 to 12, in a School in Los Patios Municipality, aimed to analyze how these contexts affect the emergence of behavioral difficulties and the emotional well-being of children. The research was conducted under an interpretive paradigm, using a qualitative descriptive approach and a cross-sectional design, focused on understanding the experiences of children, parents, and teachers regarding the risk factors that influence child development. The study population consisted of children aged 9 to 12 years from Instituto Técnico Mario Pezzotti Lemus, along with their parents and caregivers. Three data collection instruments were used: semi-structured interviews, play-based reflective strategies, and direct observation in the school environment. These tools made it possible to identify the influence of family communication, conflicts, lack of emotional support, and school dynamics on children’s emotional and social development. The results revealed risk factors such as poor affective communication, family conflicts, bullying, and exposure to violent environments, as well as protective factors like teacher empathy and family support networks. In conclusion, the study highlights the strong relationship between family, school, and community in children’s development and contributes to social and educational psychology by offering a contextualized understanding for preventive strategies and interventions aimed at promoting children’s emotional and social well-being.
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Desarrollo infantil, Factores de riesgo, Entorno familiar, Entorno escolar, Bienestar emocional
