En este artículo se presenta una panorámica general del modelo de distanciamiento. Una de las ideas básicas del modelo es que el pensamiento representational es una capacidad humana intrínseca cuyos contenidos y significados resultan ser un producto de experiencias habidas en el entorno socio-cultural. Las experiencias por las que el modelo se interesa son las “demandas de distanciamiento” o estrategias de distanciamiento. El contenido (estrategias de nivel bajo, medio y alto) y la forma (interrogativa frente a declarativa, por ejemplo) de lasproducciones verbales de un adulto en el curso de su interakción con un niño se supone que tienen un impacto importante sobre la competencia representational del niño. La evidencia empiríca en apoyo del modelo procede de dos fuentes distintas, que se presentan en el texto: un programa preescolar en el que los profesores recibieron un entrenamiento específicopara utilizar con los niños estrategias de distanciamiento, y una serie de estudios de laboratorio en los que se pedía a los padres que enseñaran ciertas tareas a sus hijos. Las estrategias de distanciamiento mostraron tener una relación significativa con el nivel de competencia representacional del niño. Se realizan una serie de sugerencias para continuar investigando en el modelo y se identifican una serie de cuestiones clave pendientes aún de resultados empíricos.
Get full access to this article
View all access options for this article.
References
1.
CataldoC. Z. (1978). A follow-up study of early intervention (Doctoral dissertation, State University of New York at Buffalo, 1977).Dissertation Abstracts International, 39, 657-A.
2.
ChletsosP. N.DelisiR. (1991). A microgenetic study of proportional reasoning using balance scale problems.Journal of Applied Developmental Psychology, 12, 307–330.
3.
CockingR. R.CoppleC. E. (1979). Change through exposure to others: A study of children's verbalizations as they draw. En PoulsenM. Y.LubinG.l. (Eds.), Proceedings of the Eighth Annual Conference on Piagetian Theory and the Helping Professions (Vol. 2, pp. 124–132). Los Angeles, CA: University of Southern California.
4.
CoppleC.SigelI. E.SaundersR. (1984). Educating the young thinker: Classroom strategies for cognitive growth.Hillsdale, NJ: Lawrence Erlbaum Associates (trabajo original publicado en 1979).
5.
GergenK. J. (1982). Toward transformation in social knowledge.New York: Springer-Verlag.
6.
InhelderB.PiagetJ. (1955). De la logique de l'enfant à la logique de l'adolescent. París: PUF. (Trad. cast.: De la lógica del niño a la lógica del adolescente.Buenos Aires: Paidós, 1972)
7.
KayeJ. (1977). Early experience as the basis for unity and cooperation of “differences”. En DatanN.ReeseH. W. (Eds.), Lifespan developmental psychology: Dialectical perspectives on experimental research (pp. 343–364). New York: Academic Press.
8.
Mcgillicuddy-DelisiA. V. (1982a). Parental beliefs about developmental processes.Human Development, 25, 192–200.
9.
Mcgillicuddy-DelisiA. V. (1982b). The relationship between parents' beliefs about development and family constellation, socioeconomic status, and parents' teaching strategies. En LaosaL.M.SigelI. E. (Eds.), Families as learning environments for children (pp. 261–299). New York: Plenum.
10.
Mcgillicuddy-DelisiA. V.SigelL. E. (1982). Effects of the atypical child on the family. En BondL. A.JoffeJ. M. (Eds.), Facilitating infant and early childhood development (pp. 197–233). Hanover, NH: University Press of New England.
11.
Mcgillicuddy-DelisiA. V.SigelI. E. (1982). Family constellation and parental beliefs. In FoxG. L. (Ed.), The childbearing decision: Fertility attitudes and behavior (pp. 161–177). Beverly Hills, CA: Sage.
12.
PalaciosJ.GonzalezM. M.MorenoM. C. (1992). Stimulating the child in the Zone of Proximal Development: The role of parents ideas. En SigelI. E.GoodnowJ. J.Mcgillicuddy-DelisiA. V. (Eds.), Parents' belief systems.Hillgdale, NJ: Erlbaum.
13.
PillegriniA. D.BrodyG. H.SigelI. E. (1985). Parents' teaching strategies with their children: The effects of parental and child status variables.Journal of Psycholinguistic Research, 14 (6), 509–521.
14.
PiagetJ. (1947). La psychologie de l'intelligence. París: Colin. (Trad. cast.: Psicología de la inteligencia.Buenos Aires: Psiqué, 1955).
15.
PiagetJ. (1946). La formation du symbole chez l'enfant. Neuchâtel-París: Delachaux-Niestlé. (Trad. cast.: La formación del símbolo en el niño.Mexico: Fondo de Cultura Económica, 1961).
16.
SieglerR. S. (Ed.). (1978). Children's thinking: What develops?Hillsdale, NJ: Lawrence Erlbaum Associates.
17.
SigelI. E. (1978). The development of pictorial comprehension. En RandhawaB. S.CoffmanW. E. (Eds.), Visual learning, thinking and communication (pp. 93–111). New York: Academic Press.
18.
SigelI. E. (1982). The relationship between parents' distancing strategies and the child's cognitive behavior. En LaosaL.M.SigelI. E. (Eds.), Families as learning environments for children (pp. 47–86). New York: Plenum.
19.
SigelI. E. (1991). Representational competence: another type? En ChandlerM.ChapmanM. (Eds.), Criteria for competence: Controversies in the conceptualization and assessment of children's abilities (pp. 189–207). Hillsdale, NJ: Lawrence Erlbaum Associates.
20.
SigelI. E. (1993). Educating the young thinker: A distancing model of preschool education. En RoopnarineJ. L.JohnsonJ. E. (Eds.), Approaches to early childhood education (2a ed., pp. 179–194). Columbus, OH: Charles E. Merrill.
21.
SigelI. E.Mcgillicuddy-DelisiA. V. (1984). Parents as teachers of their children: A distancing behavior model. En PellegriniA. D.YawkeyT. D. (Eds.), The development of oral and written language in social contexts (pp. 71–92). Norwood, NJ: Ablex.
22.
SigelI. E.Mcgillicuddy-DelisiA. V.FlaugherJ.RockD. A. (1983). Parents as teachers of their own learning disabled children (ETS RR 83-21). Princeton, NJ: Educational Testing Service.
23.
SigelI. E.Mcgillicuddy-DelisiA. V.JohnsonJ. E. (1980). Parental distancing, beliefs and children's representational competence within the family context (ETS RR 80-21). Princeton, NJ: Educational Testing Service.
24.
SigelI. E.SecristA.FormanG. (1973). Psycho-educational intervention beginning at age two: Reflections and outcomes. En StanleyJ. C. (Ed.), Compensatory education for children, ages two to eight: Recent studies of educational intervention.Baltimore, MD: Johns Hopkins University Press.
25.
SigelL. E.StinsonE. T.FlaugherJ. (1993). Family process and school achievement: A comparison of children with and without communication handicaps. En ColeR. E.ReissD. (Eds.), How do families cope with chronic illness? (pp. 95–120). Hillsdale, NJ: Erlbaum.
26.
SigelI. E.StinsonE. T.KimM. (1993). Socialization of cognition: The distancing model. En WozniakR.FischerK. W. (Eds.), Development in context: Acting and thinking in specific environments (pp. 211–224). Hillsdale, NJ: Lawrence Erlbaum Associates.
27.
StinsonE. T. (1989). Parental ideology: Implications for child academic achievement and self-concept. Tesis doctoral no publicada. Universidad de Pennsylvania.
28.
WernerH. (1978). The concept of development from a comparative and organismic point of view. En BartenS. S.FranklinM. B. (Eds.), Developmental processes: Heinz Werner's selected writings: Vol, 1. General theory and perceptual experiences (pp. 107–130). New York: International Universities Press (publicación original de 1957).
