Methodology is a curricular element of vital importance in preschool. It is related to how the content is going to be taught and learned. This is included in the strategies, procedures and actions. At the same time, the methodology is organized and planned in a conscious and thoughtful way, which is used by the students to learn the content and achieve the objectives.
There is not such a thing as “the best methodology”, since it depends on the class group, the contents taught, the objectives, time, space, context, teaching style, physical conditions and materials. Therefore the educator must have a battery of teaching methods that could be applied depending on the situation, some of them being expository, participatory, research based or integrating.
Methodology is a curricular element of vital importance in preschool. It is related to how the content is going to be taught and learned. This is included in the strategies, procedures and actions. At the same time, the methodology is organized and planned in a conscious and thoughtful way, which is used by the students to learn the content and achieve the objectives.
There is not such a thing as “the best methodology”, since it depends on the class group, the contents taught, the objectives, time, space, context, teaching style, physical conditions and materials. Therefore the educator must have a battery of teaching methods that could be applied depending on the situation, some of them being expository, participatory, research based or integrating.
These methods range from very closed actions, where the proposals are defined by the teacher, with no margin for variation; till total freedom of the children, where we present flexible proposals that facilitate student experimentation. The preferred methodologies in Preschool Education can be based on some of the following methodological principles: playful principle, meaningful learning, activity, socialization, family-school collaboration, globalization and personalization. All of this applied systematically, contributes to the acquisition of new knowledge and skills, thus facilitating the teaching-learning process.
Authorship
Estefanía Lázaro, Estefanía Martínez, Eva Peral y Lucía Polo, 2020.