Contexto virtual vs contexto presencial y su influencia en el desarrollo de habilidades cognitivas en niños de Preescolar.

Abstract

The health emergency generated by COVID 19, propitious changes in performance Occupational of the world population, generating modifications in the educational methodology, since the students played their school role from the virtual context, as well as currently assume the educational alternation approach. That is why the present research aims to identify the influence of the virtual context vs face-to-face context in the development of cognitive skills in preschool, said research is carried out through a quantitative methodological approach, descriptive, correlational and comparative, in the which were used the instruments of the pediatric volitional questionnaire and the K-ABC battery in order to evaluate the sample population of 32 preschool children. From the results, it was determined that children have an intrinsic motivation to perform in the virtual context as well as in the face-to-face context, however, the virtual context generates a greater stimulus in schoolchildren to carry out academic activities within it, since it acquires 87%, exceeding the values of the face-to-face context by ten percentage points, likewise it is identified that 50% of the population presents a decrease in the skills that refer to sequential processing, including attention, memory, concentration and perception. When performing the correlation and comparison of the results through Pearson's analysis, it is deduced that the virtual context has facilitated the development of cognitive skills in preschool children, since when comparing the results, it acquires a level of significance of 0.218, unlike the face-to-face context that acquires 0.113 at the level of significance. According to the above considerations, the need to intervene in the population using the two contexts as a means is concluded since, according to the results in relation to the theory, the interaction between the two contexts (face-to-face and virtual) facilitates the development of cognitive skills. , implementing interventions from the discipline of occupational therapy in order to stimulate, encourage or maintain the development of cognitive skills, using activities with purpose from both contexts.