Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

   Knowing about the autism spectrum disorder (ASD) and its multiple characteristics lead us to internalize terms such as intersubjectivity, the Theory of Mind (ToM), symbolic play, joint attention, empathy; with the purpose of improving the intervention process and its interpersonal relationships. The conceptual aspects, definition and description of these competences will lead us to a better development of language and their interpersonal relationships with their peers. The objective of this study is to update the knowledge about ASD and how the alterations of intersubjectivity and ASD are manifested in it. On the other hand, it is important that every educator who interacts with children with ASD, knows what is the process of intersubjectivity, the TOM, the symbolic game and its incidence in the development of language and the child’s relationships with ASD. It is important to consider that difficulties in the area of communication and language are also characteristic of ASD and as teachers, specialists and therapists we cannot stop analyzing and researching them, since they can manifest themselves to a greater or lesser extent, with more or less intensity, but in both cases they require proper intervention and management. We must not forget that people with ASD present failures in the area of communication, not only in language, an essential vehicle of communication, but also in their own communicative intention; therefore, it is important to work and intervene in this area, since it is the one that gives rise to other areas of development such as: socialization, interaction with others and, therefore, a better development in the school and its community.

   The following article hopes to briefly mention the emotions that parents of children with autism usually present. Some of the emotional states of these parents, as the days, months and years pass, influence the emotional progress of their children, therefore it is important to provide emotional support in the short and long term. Before starting the writing of this article, I conducted a survey of a single question among people around me about autism. All of them randomly chosen with only two unique points in common, neither of them has children, nor studies in teaching, psychology or similar. Before the question: how would you take the new that your child is autistic?, these were some of the answers I received: “we do not have that problem in my family”, “my husband and I are young”, “I would not be satisfied with a single result”, “for that we planned”, among others. Personally, all these responses are natural of the human being: denial, resilience, shame, etc., that is why I consider acceptable all their answers since they do not know the concepts, theories or studies on ASD. In this article it will mention some important concepts that will give us an idea about ASD and the emotions that affect the parents of the children who have it.

This article proposes to develop a reflection about the type of rationality presents in the implementation of the school curriculum, and in its relationships with beliefs and pedagogical practice of the teacher. Let us consider that the dominant rationality in the curriculum is associated with technical interest that gives priority to the achievement of a product in relation to pre-established objectives, which are the learning standards. Furthermore, in the pedagogical practices underlie lag of beliefs related to the compliance of regulations reinforcing the idea that the curriculum should be developed in a rigid way, minimizing the practices of curricular construction from the experience of the teacher. Finally, the high prescriptive level established from its guidelines for its implementation presents a series of elements that constitute it as a prescription rather than as a relevant tool with the school.

This production is added in the educational scene and in the field of articulations between psychoanalysis and education. It shows brief reflections on the digital technologies use for babies and their effects on social linking, based on the teaching experience of the first author in a public school in the Federal District - Brazil, which motivated her doctoral studies. We believe that the continuous training of teachers to guide the social relationships of the child, his parents and families, regarding the technology can be for emergency, when we are dealing with infants and children in their early childhood.

The importance of play as a learning tool must be considered in the educational and learning process of the student-patients who are hospitalized in health centers. Hospital Teaching is not widely used in our country, nor do we have Hospital Teaching Programs established by the Government. However, there are Agencies of Non-Governmental Organizations engaged in providing education and recreation for children and adolescents suffering from illness and who are hospitalized. For this reason, Hospital Teaching Programs provide education and use play as a learning and recreational tool to enhance the development of social and soft skills.

In the present article we want to contribute with a very important issue for the well-being of children; and it is the self-esteem, that we know that without it no human being is capable of moving forward. It is needed to have a healthy self-esteem in order to accept ourselves and accept others, so we acquire socio-emotional skills that will help us to control our emotions and get along with others.

In this article we will evaluate the quality of the school text of primary communication of the V cycle, these texts are provided by the MINEDU, in order to demonstrate the partial fulfillment of the quality indicators and the implications that it has for the achievement of the learning.

Learning outcomes are increasingly impacted by social interactions. All these theories provide important benefits for math teaching. The Behavioral Theory highlights practice, effort, and feedback in order to increase learning and memory. The Cognitive Theory –associated with comprehension and The Constructivist Theory– considers the ability of children to adapt to and learn from their environment. In the educational field, play is a key tool for optimal learning.

The main objective of the present investigation was focused on establishing whether the management of human talent and the labor competencies of teachers are linked to each other. For this reason, we work with a quantitative approach and a non-experimental design of a correlational level. The sample of probabilistic order was composed of 196 teachers of the Learning Network Nº 1 of the Ventanilla district, who were administered two measuring instruments: the Inventory of human talent management of Estrella Quispealaya was used and Manuel Torres and the inventory of teaching labor competencies of the Ministry ofEducation of Mexico. The data that was collected was processed using the statistical package SPSS version 25 and specifically the Spearman rho. The results indicate that both variables are significantly related (r= 0.80). Likewise, it was found that the diverse dimensions of human talent management are linked to the diverse labor competencies of teachers.

This descriptive study focuses on the student’s lack of attention during their learning process, whereby the key point is the student’s lack of motivation in the classroom. The five phases of the Design Thinking methodology and qualitative techniques such as interviewing and observation were applied. These tools were applied to students and teachers from two professional careers in two higher education institutes, with the aim of adapting our methodology towards new ways of classroom motivation, for them to build, from their own experience of the cooperative work of the students, their own knowledge with new forms of creative learning: the first, based on the visual stimulus that summarizes a lesson theme; the second, combining two stimuli: visual and auditory, illustrating the operational process of a learning theme. It is concluded that both proposals generate an interest to learn in the student, motivating his attention in the classroom.