EARLY AND INCLUSIVE STIMULATION OF PERCEPTUAL INTEGRATION IN PRESCHOOL II CHILDREN FROM RURAL AREAS

Abstract

Perceptual integration constitutes a premise for achieving developmental milestones in early ages, which is why it is an area of interest for early stimulation in initial education carried out in rural areas, where there are greater difficulties in accessing effective education. The objective of this research was to evaluate the relevance of a system of early stimulation activities for the development of perceptual integration in Preschool II children living in rural areas of the Pedernales Canton, in Manabí, Ecuador. For this purpose, a descriptive research was carried out in a sample of 25 children residing in these rural areas. In the first stage, the diagnosis of perceptual integration was carried out through an observation guide, in the second, a system of early stimulation activities for perceptual integration was designed and in the third, its relevance was evaluated through application of the Delphi Method of consulting experts. As a result, a diagnosis of perceptual integration and a system of early stimulation activities pertinent and adjusted to the inclusive needs presented by the children were obtained. It is concluded that children from rural areas present difficulties in carrying out activities aimed at perceptual integration, which justify their stimulation with a focus on inclusion. The designed activity system was evaluated as relevant by the experts consulted.

KEYWORDS: perceptual integration, early stimulation; initial teaching; rural areas, inclusion.