Education systems are currently in a state of uncertainty in the face of the changes and complexities that have accompanied SARS-CoV2, leading to new directions in educational models and curricular reforms. Video-based Intervention (VBIs) is a form of observational learning based on social learning theory. Thus, this study aims to make use of a humanoid robot called NAO, which has been used in educational interventions for children with autism spectrum disorder. Integrating it in video-based interventions. This study aims to characterize, in an everyday context, the mediating role of the NAO robot presented in group videoconferences to stimulate video-based on observational learning for children with cognitive and social communication deficits. The children in the study demonstrated a minimal ability to understand simple instructions. This qualitative study was applied to three children with autism spectrum disorder (ASD), level III special education students at Center for Special Basic Education (CEBE) in the city of Arequipa, Perú. Likewise, an instrument was designed for assessment of the VBIs by a group of psychologists. The results showed that the presence of the NAO robot in the VBIs successfully stimulated their interaction capabilities.

Maternal sensitivity and opportunities for play and exploration are key elements of early childhood development. There is limited evidence of its association with skills development during late childhood and adolescence in developing countries. This study uses longitudinal data from the Young Lives study, which has tracked the livelihoods of approximately 2000 Peruvian children since 2002. We used a multivariate linear regression strategy to generate evidence of the role of early maternal sensitivity and play in skills development. We found that both are positively related to cognitive skills and socio‐emotional competencies at age 8, with persistency up to age 15.

Los objetivos de la presente investigación son: (1) determinar la relación existente entre las dimensiones de la inteligencia emocional rasgo y la satisfacción con la vida en estudiantes universitarios peruanos y españoles; (2) examinar las posibles diferencias entre la muestra peruana y española en las variables IER y satisfacción con la vida.; (3) Analizar las posibles diferencias de género en la muestra peruana y española en las variables estudiadas; (4) Examinar el efecto moderador de la cultura española y peruana en la relación entre la IER y la satisfacción con la vida. La muestra total de participantes estuvo compuesta por 1220 estudiantes universitarios, 513 fueron estudiantes peruanos, (219 hombres, 294 mujeres) cuyo rango de edad oscila entre 17 y 26 años. La media = 19.66, SD = 1.57. La muestra española fue de 707 participantes; 173 hombres, 534 mujeres, con una media = 20.45, SD = 1.88. Se utilizaron las escalas Trait Meta-Mood Scale-24 (TMMS-24) y la escala de Satisfacción con la vida (SWLS). Los resultados revelaron que la IER y la satisfacción con la vida se asocian significativamente en ambas muestras. En cuanto a la comparación entre géneros, existen diferencias significativas. Finalmente se pudo evidenciar que la cultura no modera la IER y satisfacción con la vida.

Aging can lead to functional and cognitive alterations, sometimes limiting older adults in their social development, especially illiterate groups of older adults who receive poor attention from healthcare systems. In this context, the present investigation proposes the cognitive training program “MENTE SANA [HEALTHY MIND]” to improve the cognitive functions of illiterate older adults in Arequipa (Peru). It is a type of quasi-experimental research with a pre-test/post-test design with a homogenous control group. The sample was made up of adults 60 years old and above and of female gender. The Montreal Cognitive Assessment (MoCA) test was used to detect the level of cognitive decline in illiterate older adults. The 50-sessions program was applied to all the older adults with mild cognitive impairment that were selected for the study, on a daily basis. It was found that the tested group improved their cognitive functions compared to the control group. These results help to propose adapted cognitive training programs for illiterate people.

The Positive Youth Development (PYD) framework posits that young people possess both inner and outer resources to thrive, and that, therefore, they can develop constructive behaviours, express their talents, and identify their strengths. The present study examines the relationship between the dimensions of the Positive Youth Development (PYD), the Developmental Assets (DA), and Purpose in Life (PIL) among Peruvian university students. In addition, the research informs on gender differences, and tests the predictive role of the 5Cs of the PYD and key Developmental Assets on Purpose in Life (as the criterion variable), in the studied population. 1026 Peruvian university students were approached on a paper-based questionnaire by convenience sampling; 55.6% (570) were female, and 44.4% (456) were male. The questionnaires used in the research were the Positive Youth Development Short-Form (PYD-SF), the Developmental Assets Profile (DAP), and the abbreviated version of the Purpose in Life Scale for Emerging Adults (PILEA). The students ranged in age from 17 to 30 (M = 19.6, SD = 2.1). All the tested PYD dimensions correlated positively at p <.01, regardless of whether they belonged to the PYD or the DA framework. Male students scored significantly higher than females on competence, confidence, positive identity, and purpose in life. In contrast, female students scored higher than men on care and commitment to learning. Multiple regression analysis revealed that competence, confidence, support, commitment to learning, and positive identity significantly and directly predicted purpose in life, explaining 49.5% of it. This study provides empirical evidence on the effect of PYD dimensions on Peruvian university students’ purpose in life. The 5Cs and key developmental assets had a significant and positive impact on purpose in life, potentially having long-lasting effects on the overall health of Peruvian students.