Si quieres avanzar ten una buena maestra. Annette Karmiloff-Smith: la mirada desde el desarrollo

• Autores: Ruth Campos García
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 41, Nº 1, 2018, págs. 90-137
• Idioma: español
• DOI: 10.1080/02103702.2017.1401317
• Títulos paralelos:
  • If you want to get ahead, get a good master. Annette Karmiloff-Smith:: the developmental perspective
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• Dialnet Métricas: 7 Citas
• Resumen
  • español

    La mirada de Annette Karmiloff-Smith sitúa el desarrollo en el centro de la explicación del funcionamiento psicológico. El modelo neuroconstructivista implica considerar varios supuestos fundamentales: (a) la especificidad de la función se adquiere a través de la experiencia de interacción con el ambiente, mediante el proceso de especialización progresiva; (b) la influencia de cada uno de los niveles de explicación (i.e., genético, celular, neural, cognitivo, conductual y ambiental) sobre el desarrollo es interdependiente de la de los demás; (c) no existe correspondencia unívoca entre el nivel de los comportamientos observables y el nivel de los procesos cognitivos y de las representaciones mentales; y (d) la interacción con sus figuras vinculares es el contexto de desarrollo privilegiado para el bebé. Desde la urgencia por transformar estos supuestos en prácticas que hagan posible la construcción de contextos optimizadores de desarrollo, se sugieren implicaciones del modelo en relación con la evaluación y el diseño de apoyos para niños en situación o en riesgo de presentar un desarrollo diferente.

  • English

    Annette Karmiloff-Smith’s perspective places development at the very core of of the explanation of psychological functioning. Her neuroconstructivist model involves several fundamental assumptions, as follows: (a) functional specificity is acquired through interactive experience with the environment through a process of progressive specialization; (b) the influence of each level of explanation in human development (i.e., genetic, cellular, neural, cognitive, behavioural and environmental) inter-depends on the others; (c) there is no one-to-one correspondence between the level of observable behaviours and the level of cognitive processes and mental representations; and (d) interaction with caregivers is the privileged development context. There is an urgency to translate these assumptions into practices that enable the optimization of developmental contexts; this paper addresses this urgency by suggesting the implications of this neuroconstructivist model for the assessment and design of support for children at risk of atypical development

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