EXPERIENCES AND EXPECTATIONS OF THE SOCIAL ACTORS PARTICIPATING IN THE EVALUATION OF PSYCHOMOTOR DEVELOPMENT, IN RELATION TO THE EEDP AND TEPSI SCALES USED IN LA ARAUCANIA, CHILE, IN 2017-2018
VIVENCIAS Y EXPECTATIVAS DE LOS ACTORES SOCIALES PARTÍCIPES EN EVALUACIÓN DEL DESARROLLO PSICOMOTOR, EN RELACIÓN A LAS ESCALAS EEDP Y TEPSI UTILIZADAS EN LA ARAUCANÍA, CHILE, DURANTE LOS AÑOS 2017-2018
VIVÊNCIAS E EXPECTATIVAS DOS ACIONISTAS SOCIAIS PARTÍCIPES NA AVALIAÇÃO DO DESENVOLVIMENTO DO PSICOMOTOR, EM RELAÇÃO ÀS ESCALAS EEDP E TEPSI USADAS NO ARAUCANIA, CHILE, DURANTE O ANO 2017-2018
| 2019 | |
| Español | |
| Universidad Católica del Uruguay | |
| LIBERI | |
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https://revistas.ucu.edu.uy/index.php/enfermeriacuidadoshumanizados/article/view/1783
https://hdl.handle.net/10895/3698 |
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| Acceso abierto |
| Sumario: | In Chile, the Psychomotor Development Evaluation Scale (EEDP in Spanish) and the Psychomotor Development Test (TEPSI in Spanish) are outdated tools that lack international reliability and validation. It is necessary to analyze the evaluation process from the point of view of the health and education professionals, that is, nurses and early childhood educators. The purpose was to reveal the experiences of these actors in the evaluation process of psychomotor development in children under three years of age, according to social determinants. This is a qualitative exploratory study based on the Alfred Schütz phenomenology, carried out in seven key informants, five nurses and two educators, through semi-structured interviews. The analysis was limited to transcription, coding, grouping into categories and synthesis. The meta categories revealed are: A: Dilemmas and uncertainties by critical nodes and intermediate categories: a) The gap between public policies and local reality does not favor the development of children, b) Outdated and decontextualized instruments, c) Myths and expectations of the parents regarding the evaluation, d) Instruments without social relevance; and B: Expectations and intermediate categories: a) Political framework update for continuous and effective progress, b) Parents incorporation and empowerment in the process, c) Professionals training and improvement. It was concluded that it is necessary to update the evaluation strategies and have validated, updated and socially relevant instruments that include the parents. |
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