PERSONALITY DEVELOPMENT

Author: BERRUECO RUIZ DE GALLO LAURA.
Year: 2004.
University: PAÍS VASCO [www.ehu.es].
Place of defense: FACULTAD DE PSICOLOGIA.
Place of preparation: FACULTAD DE PSICOLOGIA.

Summary: The present study aims to design, implement and evaluate a program of cooperative and creative game, with the aim of assessing its impact on different variables for the development of children between 5 and 6 years (3Âş Early Childhood Education). It uses a design pretest-intervención-postest, with a sample size of 53 subjects experimental (3 groups) and 33 control subjects (2 groups). Both the pretest and post test phase are measured: a) factors of intellectual development, social and psychomotor: intelligence (verbal, nonverbal and global), prosocial cognitive skill resolution of problems, neuropsychological factors maturity (attention, verbal fluency, language comprehensive, iconic memory and visopercepción), prosocial behavior altruistic (with peers and with an adult), factors of development (conceptualization, contacto-comunicación, coordination sensomotriz, somatic development, sensory awakening, regulations, emotional reaction and reaction driving), and b) factors creativity: behaviors and personality traits creative, creativity verbal (fluidity, flexibility and originality), graphic creativity (abreacción, development, fluency and originality) and creativity perceptive (attention to detail unusual inconformismo, fluidity and originality to find and resolve problems). The program, organized in 24 meetings intervention was applied weekly during the months of October to May. The duration of each session ranged between 60 to 75 minutes, during which took place 1 or 2 leisure-sequenced manner. The 40 games that make up the program stimulates creativity (verbal, visual, constructive, dramatic ...), the ability to work so cooperative and factors of development afectivo-emocional, psychomotor and intellectual. The statistical analysis performed with the SPSS 11.0 revealed that the agenda of psychoeducational intervention stimulated significantly in the experimental subjects: a) verbal intelligence, and overall, b) the ability resolution prosocial cognitive problems c) verbal fluency d ) coordination sensomotriz and regulations, e) creativity (behaviors and personality traits as creative teachers, verbal creativity, graphic and perceptive). In addition it was found that the program was especially beneficial to those subjects before the intervention had low levels of intellectual development, psychomotor, social and creative thinking. Finally, the program did not have a differential impact in terms of gender. The results show evidence of play as an essential element to promote the integral development of children and also validate the program of cooperative and creative play for children 3Âş Early Childhood Education. These results support the idea of introducing the game, prosocial behavior and creativity as an integral element of the curriculum for Early Childhood Education.