This presentation is a research about democratic values in Peruvians students from 4th to 6th grade

1. El impacto del programa
Aprendiendo a Querer
en los Valores Democráticos
AaQ es un
instrumento de
educación
en valores para
la democracia
en
Latinoamérica

2. Danielle Peregoy & Erin Wilson, Investigadores en
The Thomas Jefferson Program in Public Policy ,
The College of William and Mary
Elaboraron un marco
teórico y metodológico,
procesaron los datos
estadísticamente y
encontraron el impacto
positivo del programa

3. Diseño de la investigación
La investigación se llevó a cabo con 9.000
estudiantes de 3 países durante 3 años:
•México 1.500 estudiantes
•Perú 6.000 estudiantes
•Venezuela 1.500 estudiantes
En este estudio presentamos 6.000
resultados -pares de datos- de
estudiantes peruanos.

4. 1. La pregunta/Hipótesis
¿Hay cambios significativos en
cuanto al desarrollo de valores
democráticos en los alumnos de 4º a 6ª
de primaria de Perú después de cursar
AaQ durante un año?
2. Instrumentos de evaluación
•pre-encuesta aplicada antes de
cursar el programa AaQ
•post-encuesta aplicada después, al
terminar de cursar el programa

5. Modelo de Valores
Democráticos
Creado por Danielle Peregoy y Erin Wilson,
investigadores en the College of William and Mary
Formado por 6 componentes
divididos en 15 enunciados que
recogen:
1. acciones,
2. conocimientos y
3. actitudes concretas.

6. Modelo de Valores
Democráticos
β1 (Respeto por la igualdad) +
β2 (Respeto por la Diversidad) +
β3 (Respeto por los derechos individuales y la
libertad de expresión) +
β4 (Análisis crítico de la autoridad) +
β5 (Participación) +
β6 (Poder compartido) +
β7 (Experiencia de la sociedad democrática) +
β8 (Contexto socio-político) +
β9 (Y) Y = un agregado
ε = un término de error

7. Metodología
Los estudiantes respondieron a través de
internet o bien manualmente tanto la pre-
encuesta como la post-encuesta.
El registro se hizo en una escala entre el “0”
y el “5”.
“5” representa “siempre”
“0” representa nunca.

8. Metodología
Todos los datos se digitalizaron, y después se
procesaron estadísticamente. Se compararon
los resultados de las pre- y post- encuestas.
Las diferencias obtenidas
se consideran estadísticamente
significativas cuando el valor
es 0,05.

9. Ejemplo del trabajo
de los alumnos

10. Otro ejemplo de trabajo de
los niños

11. General Results:
All six components reflect significant differences.
”.

12. Resultados Generales
en los cuadros
Los seis componentes del modelo
MVD reflejan diferencias significativas.
Es decir, los alumnos mejoraron
significativamente en la adquisición de
todos los valores del modelo MDV.

13. Conclusiones Generales
De las 15 acciones, conocimientos y
actitudes evaluadas,
14 revelaron la influencia positiva de
AaQ;
Sólo 1valor democrático “compartir el
poder no se logró mejorar
significativamente
(la importancia de escuchar
a los demás)

14. General Results:

15. Girls Results.
Respect for Equality
Best Results 4th

16. Boys Results.
Respect for Equality
Less than girls. Best 4th

17. Otras conclusiones
• Cuarto grado es el momento escolar propicio para
inculcar el respeto por la igualdad;
• La educación en hábitos que conducen a compartir
el poder con los compañeros requiere que se
trabaje con alumnos de mayor edad (6º) si se
desean obtener cambios significativos.
• Los alumnos de 5º grado
adquieren con mayor facilidad
los valores relacionados con
la participación.

18. Mission
 Alliance for the Family guides young people to understand,
appreciate, and try to adopt the universal values, skills, and
habits that lead to a healthy, happy, and stable family and
community. We do this by developing, testing, and
distributing printed and electronic materials for them, their
teachers, and their parents, who are their childrenﾕs most
important educators. Since the values are universal,
universal, our mission is world-wide.
Mrs. Christine de Marcellus Vollmer
Chairwoman and founder
Alliance for the family

19. Areas of armed conflict
around the world

20. Video clip of Proyecto
Alcatraz

21. New focus in education: from
IQ to MQ
End of XX Century:
increase in
MQ investigations about
Emotional and Moral
Intelligence (EQ and
MQ)
EQ Pioneers in these
studies:
-Thornike, 1937
-Wechler 1940
-Gadner, 1983
-Salovey & Mayer,
IQ 1990 coined the term
“Emotional
intelligence”
-Goleman, 1995

22. Work
 Alliance for the Family’s work centers on a character and
citizenship development program: ALIVE TO THE
WORLD® (APRENDIENDO A QUERER®)
 In 2007 Alliance for the Family became the copyright holder and now
markets version in English, Spanish, French and Portuguese

23. Values of social intelligence
From an ethical perspective, these are the
desired values of social intelligence:
 Solidarity
 Dialogue
 Mutual respect
 Appreciation and tolerance of diversity
 Team work

24. Social and human capital
 Social intelligence measures social capital
in our lives and communities
 Social intelligence evaluates the result of
what we produce “socially” in our families,
with our friends, in our communities and
our work place = DEMOCRATIC VALUES

25. Alive to the World®
 A complete educational
program that equips young
people with knowledge and
practical skills to live the
universal and democratic
values that lead to a
healthy, happy, responsible
and stable person and
citizen.
 This program contains
guidance material to
support democratic values,
citizenship, character
building

26. The Program
 Democratic values
 Citizenship
 Tolerance
 Happiness
 Decision taking techniques
 Drugs
 AIDS prevention
 Abstinence
 ...are some of the topics and
skills treated in this program

27. The Curriculum
 Decision-taking techniques, tolerance, democracy, AIDS prevention and
abstinence are some of the topics and skills that are presented in the Alive
to the World® program. The result of many years of research and
development, this 12 year series aims to assist parents and teachers in the
important job of helping kids learn and integrate into their lives the necessary
information, skills and habits so that they can become responsible, happy and
successful individuals.

28. Student Books
 Subjects are presented through a fun story students can relate to
 Extra information makes each subject easier to understand
 Classroom activities draw out the student’s response

29. Student Books
 Homework activities involve parents and help students
apply what they have learned.
 Highlights summarize the text for easy review.

30. Student Books
 At the end of each book, self quiz cards allow students to draw
together what they have learned.
 General knowledge creates links to subjects such as history, sport,
and geography.

31. Teacher Guides
 An innovative format to easy access to:
 General information and Objectives
 Class Plan

32. Teacher Guides
 General Information: Sets forth the goal of each chapter
 Objectives: Knowing, Accepting and Doing; the three steps which encourage
the student to be the main actor
 Class Plan:
 Knowing, concepts governing behavior are explained through various
teaching tools
 Accepting, the students identify with the concepts through suggested
classroom activities
 Doing, the students are shown in a non judgmental way, practical and
age-appropriate ways to apply the concepts in their daily lives.

33. Methodology
 Alive to the World® is structured as a 12 year curriculum.
Each level includes a student book and a teacher manual.
Every level is comprised of 35 one-to-two hour lessons.

34. The Student Textbooks
 Supply knowledge, guide the emotions and inspire
appropriate action by presenting a continuous story about a group
of children who confront universal situations.

35. Parents
 The program strengthens the Image of Parents as the fundamental
teachers, since the stories make constant references to how important it
is for children to approach them for support and advise.

36. Tools for Teachers
 The teacher’s manuals are geared towards helping the
facilitator prepare each session, and include the conceptual
framework and methodological suggestions for engaging students

37. Teacher Training Programs
 Alive to the World® offers different types of teacher training
courses varying from a 100 hour diploma at university level, to
teacher training, to group sessions
 This programme contributes to continuing professional
development (CPD)

38. Evaluation
 Alliance for the Family provides a turn-key system for collecting data
via the internet.
 Its consultants then evaluate changes in the students’ knowledge,
attitudes and behaviors

39. Other Projects
 Information Values Gateway
 Online Teacher Training Program
 Adapting to Africa
 Production of Digital Media for DVD’s and the Internet
 Translation into Portuguese

40. Contact Us
info@allianceforfamily.org
www.allianceforfamily.org