Social risk situations in the learning of preschool students

Abstract

The objective of this research is to determine the social risk situations that influence the personal development of preschool students, affecting school learning. This study of qualitative approach, ethnographic, selects as scenario at first, two groups of second grade of preschool from a public school educational institution, in a community of low economic level, the state of Sinaloa - Mexico. Then, to continue with the study given the pre-established characteristics of the participants at risk, non-participant observations and interviews are carried out. Regarding the results of the research, it is highlighted that in the observed cycle, child development was molded to the conditions of the family environment, in terms of affective relationships regarding the care, dependence, and belonging of the child to the family nucleus, same as in their combination with their individual characteristics they will generate very own visions in each child to perceive their environment. In the same way, the human being shapes his personality of an individual act from what he perceives, using his behavior, temperament, intelligence, motivation, (organismic aspects) as tools to face his social context, being able to have an "optimal" behavior or failing that, showing difficulty adjusting to their environment, manifesting aggressive and intolerant attitudes and, otherwise, passive before the stimuli.