Abstract
<p style="text-align:justify">This work has two objectives. The first is to describe a program to strengthen socio-cognitive abilities in initial education children (called PHSC), which is focused on training teachers on its implementation in the classroom. The second objective is to examine the effectiveness of the program when it is applied in schools with different socio-cultural contexts. It involved a total of 257 initial-level students attending two pre-primary schools in the province of Mendoza. One school was in an urban area of a more stable social environment, and the other in a socially-vulnerable area. The program was administered by teachers who had been trained for it. Pre- and post-assessments were conducted using socio-cognitive tests on the students. The teachers responded to the Executive Functioning Scale for initial education children before and after implementation of the PHSC program, and parents responded to an on-line survey to find out whether they had noticed any improvements or positive changes after the application of the program. The results suggest the possibility that this program, implemented by teachers, could improve the socio-cognitive abilities in children of both of the different social contexts, as well as being a driver to create conditions of equal opportunities and generate learning benefits in all their students.</p>
Highlights
Childhood is a stage in which multiple changes occur in the cognitive, social and emotional development of boys and girls
The first is to describe a program to strengthen socio-cognitive and emotional abilities in initial education children, which is focused on training teachers on its implementation in the classroom
To find out if there were significant differences in the performance of students according to the educational environment prior to the application of the stimulation program, the non-parametric hypothesis test for independent samples U of Mann-Whitney was applied
Summary
Childhood is a stage in which multiple changes occur in the cognitive, social and emotional development of boys and girls. It is described as a "sensitive period" of development, due to a combination of factors, such as relatively high brain plasticity, the rapid development of neurocognitive processes that are the basis of socio-cognitive and emotional functioning (Zelazo, 2015) and development contexts. Between the ages of 3 and 5, important achievements are recorded, characterized by a process of integration and coordination of these capacities. The importance of cognitive control processes for obtaining academic achievement in learning contexts is well-documented (Diamond & Ling, 2016; Ison, 2015; Korzeniowski, 2015; Korzeniowski et al, 2016; Korzeniowski et al, 2017; Sulik et al, 2018; Traverso et al 2019)
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