CLC-Conference-Proceeding-2018

improvement in behavior and discipline, with
positive changes in the opinions of classmates
about the selected group. It was observed greater
participation in classes and activities
programmed, mainly in the extracurricular ones.
The assimilation of elements of formal
education and of gender relations incorporated
into daily life, resulted in positive advances in
communication and interpersonal relationships
between the children studied, and with the rest of
the classrooms. After completing the workshops,
there was a greater self-esteem in the children, as
a result of: being selected to participate in the
workshops, being the bearers of new knowledge
in relation to the rest of the students, the
motivation of the teachers to share this
knowledge with the Group, stimulating
expressions of praise for the advances in their
behavior and participation, and the group's vision
and the teachers towards them.
The insertion in educational activities
collateral to the educational process, constitutes a
fundamental route for the preventive attention
directed to the sector of the infancy that lives in
conditions of social disadvantage. The
experience showed how the educational
processes are able to develop in the participants
habits and values that contribute to the favorable
transformation of individual and group
behaviors. The educational preventive program
developed contributed to greater participation,
improved communication and interpersonal
relationships of socially disadvantaged children
in both school and community settings.
This study and the proposal of the
educational preventive program with children
with social disadvantage is only a sample of the
work that can be developed with this group of
children, who need institutional support,
specialists, family and community in general.
The results of the program were highly valued by
the School Board of Directors, teachers and
members of the People's Council x .
Fostering intergenerational relationships
Between 2010-2012, the subproject "The
increase of intergenerational cohesion" xi was
developed, coordinated by Dra. Luisa Iñiguez
Rojas and other professors currently working at
FLACSO-Cuba xii . . The objective was to
implement and validate good practices to foster
relationships between children and older adults,
through the creation of meeting spaces for the
development of activities of reciprocal interest.
The experiences were developed in
districts differentiated by their physical and
social environments xiii . The first one
characterized by a high population density and
housing, accelerated deterioration of its
construction fund, its hygienic-sanitary
conditions and problems of coexistence. In the
second neighborhood, the good technical
condition of the constructions, sanitary and
sanitary networks and roads, predominated, with
predominance of houses and high density of
public spaces. We worked with semi-inpatient
seniors in health institutions, and fourth grade
children in primary education (9-10 years of
age). The meetings were held at the Casas de
Abuelos xiv , taking into account the physicalmotor
and psychological limitations inherent to
the age in some older adults and in order to
achieve a greater rapprochement, understanding
and familiarization of the children with the
environment of the elderly in those Institutions.
As recommended by the directors of these
centers, they lasted approximately one hour.
The investigation was initiated by an
interest diagnosis that was made to the children
and older adults of the selected institutions. To