ABSTRACT

Psychosocial intervention programs are carried out in Latin American communities with socioeconomic disadvantage to improve their quality of life; few evaluations are carried out to measure their effectiveness. The study aimed to determine if intervention processes in vulnerable communities might favor the children's development. An analysis of variance was used to find the dependence between different intervention processes and the cognitive development of 97 children between 3 and 6 years old. No relationship was found between the type of intervention received by the communities and their infants’ global cognitive development. However, the children of the community intervened by multiple agents and services showed significant differences related to a better performance in dimensions such as language, rhythm, memory, and attention. It is necessary to ensure nutrition and guarantee quality education, early stimulation, spaces of relationship with peers, and a community aware of their co-responsibility in childcare to improve children's cognitive development.

摘要

在社会经济处于不利地位的拉丁美洲社区开展心理社会干预计划，以提高他们的生活质量；很少进行评估来衡量其有效性。该研究旨在确定弱势社区的干预过程是否可能有利于儿童的发展。采用方差分析发现不同干预过程与97名3-6岁儿童认知发展之间的依赖关系。在社区接受的干预类型与其婴儿的全球认知发展之间没有发现任何关系。然而，由多个代理和服务干预的社区儿童表现出显着差异，这与语言、节奏、记忆和注意力等维度的更好表现有关。