We understand interpersonal relationships in the stage of 0 – 3 years as a fundamental part of children’s development in their first years of life. We think that they’re not given the importance it has in the classroom and they’re not paying enough attention to it.
We consider that from the observation of the different relationships that are established in the classroom between equals, we can obtain a great deal of information about the personality of our kids, their preferences, etc.
Based on this information, we can introduce dynamics in the classroom to include less integrated children, encourage the establishment of relationships between those who normally don’t play together, enhance the feeling of belonging to the group, etc.
Relationships at this stage go far beyond words; we must observe the contact, the looks, the smiles, the games, the complicity between the children, the voluntary groups, etc. Paying attention to all these factors will make it easier for us to understand and analyze the relationships that are established in our classrooms.
Authorship
Marta Alvarado Jiménez y Lucía Fernández Gutiérrez, 2020.
The integrated curriculum is a way of organizing the educational curriculum that implies the globalization of knowledge disciplines, abandoning the division by conventional subjects. The engine that moves learning in this strategy is a thematic nucleus that is originated from a center of interest or a real problem of the students (Torres Santomé, 1996).
Thus, learning arises through research and the search for answers / solutions, being therefore functional, situated and meaningful learning. In this process, knowledge disciplines are used at the moment they are necessary (Beane, 2005), without limits between one and the other, achieving that they are not isolated from each other, but that they connect with each other.
Through this approach, students learn to problematize reality, to ask themselves questions that help to resolve conflicts, to locate the necessary information, to organize a work plan, etc. This process also promotes experiences and learning that have little place in the model of separate subjects such as teamwork, critical thinking, creativity or affective communication, among others (Pozuelos Estrada and García Prieto, 2020). For the teacher, this organization requires adopting the role of researcher who guides and accompanies the students.
References
Beane, J. A. (2005). La integración del currículum y las disciplinas del conocimiento. Texto para uso académico en el marco de la asignatura.
Pozuelos Estrada, F. J. y García Prieto, F. J. (2020). Currículum integrado: estrategias para la práctica. Revista Internacional de investigación e innovación educativa, 100, 37-54. DOI: https://dx.doi.org/10.12795/IE.2020.i100.04
Torres Santomé, J. (1996). Sin muros en las aulas: El currículum integrado. Kikiriki. Cooperación Educativa, 39, 39-45. Disponible en https://jurjotorres.com/?p=708
The installations are, according to Ecured’s definition (n.d.), those works that use as part of the composition the medium they are in (walls, floor, lights…), as well as different objects and materials. Likewise, the spectator is part of the work and it is not finished until the subject itself moves or interacts with the proposal (Lemarroy, 2004).
However, Abad and Ruiz de Velasco (2014) go further, and show that the installations are a space where an idea or a message is intentionally represented. Furthermore, they believe that not all of them are made in order to be transformed by the spectator, but that they have to allow the spectator to “enter into the game” by interpreting and questioning the work in different ways.
On the other hand, we can say that installations in the educational context enhance the development of creativity in children, their capacity for play, imagination and collaborative work (Lapolla et al., 2017). In addition, they are spaces that arise from the union of an aesthetic proposal and a pedagogical foundation (Abad y Ruiz de Velasco, 2014). The children arrive at the proposals, play, interact with the elements offered in the installation, explore, transform the space and the objects, leaving a new space when they leave (Abad and Ruiz de Velasco, 2014). These proposals have to provoke the children, invite them to interact and offer them the opportunity to experiment, transform, relate, build… while allowing them to move around, play, etc., which makes the installations a great source of learning (Toca, 2019).
Source
Art installations have their origin in contemporary art when certain artists began to problematize the limits of the work of art (Leiva, 2020).
Furthermore, as Abad and Ruiz de Velasco (2020a) state, “they are playful environments that propose to go beyond the purely manipulative, perceptive or sensory to the symbolic, narrative or relational. In these works, art and play come together to promote
culture and relationship, allowing the perception and analysis of reality from different perspectives (Abad y Ruiz de Velasco, 2020a)
Characteristics of the installations
Based on authors such as Lemarroy (2004), some of the main characteristics of the facilities are
The installations are inspired by the ready-made technique, which consists of taking an everyday object out of its usual context and placing it in another context to give it a more aesthetic use and usage.
They are based on free play, since they are developed in an environment where no instructions or rules are given to follow, but the experimentation is what regulates and makes the proposal is developed in relation to the needs, interests and rhythms of students.
They must be exposed for a short period of time. The installations have a determined duration in order to maintain its novel and striking character, then these are dismantled and can only be remembered through documentation, however, the objects or style of the installation can be reused.
The installation allows the children to be the protagonists of their own learning, since they are created to participate and be part of it. For this reason, the installations should not be repeated nor be the same as others, since the subjects are the ones who interpret and complete them depending on what they transmit to them.
The creativity and imagination of the children should be encouraged, so it is essential to offer multipurpose elements, spaces that are ambiguous and surprising, etc. That is to say, that they allow different types of interpretations.
In the art of installation, any medium or everyday object can be used for children, offering diverse possibilities of action in addition to those allowed by
its predetermined use. In addition, these must be sufficient in order to avoid possible conflict situations among children.
Characteristics of the materials
Authors such as Leiva (2020) mention the importance of thinking and reflecting on the types of materials and objects we can offer in an installation:
Unstructured objects, that is, objects that do not have a single possibility of action, but offer a great variety, such as bottles, cardboard, plastic, paper, etc.
Objects that children can find in their daily lives, such as glasses, boxes, balls, fabrics, etc.
Different materials from a natural context, such as leaves, sand, sticks, etc.
On the other hand, Leiva (2020) refers to the fact that the choice and combination of materials is fundamental to give an aesthetic sense to the proposal, so it has to be taken into account:
The space where we present the installation must be empty of other stimuli that can distract the students from the moment of play, with the aim that they discover, exchange and experience the selected objects.
We must take care of the natural or artificial lighting and the sound of the environment, since from these we will manage to create an atmosphere that encourages more exploration and curiosity.
The objects must allow a link between them to complement each other, so that they can be introduced on each other and for their performance, so they must show a diversity in their shape, color, texture, structure, size, etc.
We must pay attention to the disposition (creating geometric forms, series, etc.) and the location (on the floor, hanging, on the ceiling, etc.) of the objects in the space.
The amount of materials offered must be in accordance with the number of children who experience the proposal, since there must be enough material for them to manipulate them individually or in groups.
Time or phases of the proposal
The authors Abad and Ruiz de Velasco (2020) mention different pedagogical moments in the development of the facilities:
Design
In this phase the teacher creates, designs and carries out a previous organization of the installation, for which he or she has to analyze the recipients and their context, the theme, the times, spaces and materials to be proposed.
To design an installation, it is necessary to take into account the diverse characteristics and experiences of both students and teachers, since these will influence the development of the installation. On the other hand, the theme on which the proposal is designed is essential, since from this one or other materials that invite experimentation and exploration will be selected.
As for the spaces in the artistic installation, it is fundamental to decide the location of the proposal, since depending on this, movement, individual and group play, duration, etc. will be favored or not. In addition, the space must be delimited, so it is necessary to attend to the organization of the materials. The time of experimentation is another element that influences the different possibilities of play that can be offered, since it is the children who best define the end of their utility. Finally, the materials of the proposal must present different characteristics, such as choosing them depending on the characteristics, offering different possibilities of action, that the quantity is sufficient, the organization of these, etc.
Presentation to the students
Before the start up it is necessary that the teacher presents the students with the artistic installation that is offered to them, leaving them time to observe and analyze it, for
which the teacher can initiate a dialogue from questions in order to generate curiosity in the children. In addition, although the installations are a proposal of free play, they have some basic rules of respect towards the peers during the development of the installations that will have to be exposed to the children.
A time for experimentation
In this phase the children are invited to interact with the materials. At first, the infants make a general observation of all the objects they have and make an approach to them. As time passes, they begin to manipulate, experiment and play with the elements and their peers in space.
During this time, the role of the teacher should be that of an observer, being able to intervene if necessary or if conflicts arise.
Documentation of the proposal
Before concluding the installation, the children are proposed to collect and reorganize the material that has been used, with the help of the teacher, thus promoting their responsibility and autonomy. Finally, the last phase of an artistic proposal is the documentation of it, with the aim of, as Hoyuelos (2007) mentions, leaving an aesthetic record. This can be done graphically, for example with a drawing, or orally, through conservation. This should be done just when it is finished, with the aim of reproducing what they have experienced and felt during their development.
Alsina, Á., & León, N. (2016). Acciones matemáticas de 0 a 3 años a partir de instalaciones artísticas. Educatio Siglo XXI, 34(2 Julio), 33-62. ECURED (s.f.) Instalación artística. Recuperado de http://www.ecured.cu/index.php/Instalaci%C3%B3n_art%C3%ADstica
Hoyuelos, A. (2007) Documentación como narración y argumentación. Aula de Infantil, 39, pp. 5-9.
Lapolla, P., Mucci, M. y Arce M.A. (2017) Experiencias artísticas con instalaciones. Trabajos interdisciplinariosde simbolización y juego en la escuela infantil. Ediciones Novedades Educativas, Buenos Aires.
Lemarroy González, M.S. (2004) Lü: El cuerpo efímero. Tesis de maestría, Universidad de las Américas Puebla,México.
Toca, S. (2019) Jugar, experimentar y relacionarnos: las instalaciones artísticas en un aula de 4 años (trabajo finde grado). Universidad de Cantabria, España.
Authorship
María Argumosa Roíz y Paola Escolano Cossio, 2020.
Infantilization refers to the attitude that adults have towards children, based on the contempt and undervaluation of their abilities, since they consider that they are not capable and treat them as something unintelligent.
There are two infantilizing strategies.
On the one hand, we can fall into waltdisneization, in which children are kept in a fantasy world, away from social inequalities and injustices. Reality is presented to them with unreal or fantasy characters, accompanied by cartoonish descriptions, and this makes children not know how to distinguish between reality and fiction.
On the other hand, with the tourist curriculum, we bring children closer to different cultures in a banal, superficial way, with stereotypes. For this, drawings are used, which make those cultures ridiculed and devalued; and although children know that the drawings are simply drawings, a vision of these situations as something unreal is promoted and it contributes to the preservation of dominant stereotypes.
Authorship
Mirella Barcenilla Vegara, Izan Cadavieco Miguélez, Adriana Gutiérrez Lavín y Nerea Gutiérrez Suárez, 2020.
The school should be a place of dialogue, listening and understanding, and on many occasions children are infantilized, believing that they cannot or should not deal with certain topics or aspects are taken for granted, so that we do not ask questions or take an interest in their tastes or interests.
One form of this is “Waltdisneyzation” whereby adults believe it is convenient for children not to have information about social inequalities and injustices, keeping them in a kind of artificial limbo.
History is imparted through drawings, fantastic creatures or unreal characters, so they have a reduced and false conception of the world that enhances a conservative, classist, sexist and racist leisure culture.
The tourist curriculum is a type of infantilization that takes place in schools by teachers. In this case, it happens when the study of social groups is carried out withgreat superficiality and banality. Minority cultures are represented in books with similarities to cartoons or comicbooks, making them strange and unreal.
References
Torres Santomé, J. (2008). Diversidad cultural y contenidos escolares. Revista de educación, 345, 83-110.
We present you the notion of Inclusive Assessment in the school system, of subjects with SEN and SLD, referring to Italian legislation. Being included is a way of living together, based on belief that each individual has value and belongs to the community, understood in this way, inclusion can take place, not only in school, but in multiple settings.
According to Jurgen Habermas “Inclusion is a Basic Law, which does not depend on the conditions and the ability of individuals, but it consists in the elimination of borders to create a community open to all”.
The index is a complete document in support of inclusive development in schools. Inside the Index, Inclusion it refers to the education of all children with SEN and SLD, and with normal learning.
The objectives of this index are to create a vision of shared values, define community strategies, put the issue of globalization at the center, and respect the theme of differences.
School assessment concerns the learning and behavior of students, constitutes a stimulus to continuous improvement to finalize the didactic paths to the acquisition of disciplinary, personal and social skills.
By the Decree of the President of the Republic n. 122, article 1, paragraph 2: “Every individual has the right to an transparent and timely evaluation” paragraph 3: “The object of the assessment is the learning process, behavior and academic performance.” “Evaluation contributes, with its formative purpose and through the identification of potential and shortcomings, to self-assessment processes, to the improvement of knowledge levels and educational success.” paragraph 4: “The intermediate checks, and periodic and final evaluations must be consistent with learning objectives set out in the training offer plan. To evaluate, the teacher must know the student his characteristics: his learning styles, his strengths and critical issues”.
And according to all this must prepare evaluation tools appropriate to detect the quality, of the knowledge that the learner has acquired. Evaluation is inclusive, because it responds at the same time to the demand for individualization, and customization.
The acronym SEN indicates Special Educational Needs, included by the World Health Organization in the International Classification functioning of disability and health. Special Education Needs represent particular, permanent or temporary needs learning, which can arise for different reasons.
They are divided into three categories: disability; specific developmental disorders (in particular SLD, attention deficit and hyperactivity); and disorders related to socio-economic, linguistic and cultural factors (therefore SEN in the strict sense).
The acronym SLD, instead, indicates Specific Learning Disorders. Theme of great importance fort the impact they have on childhood development and on the construction of personality. SLD involve the reading skills (therefore we speak of dyslexia), writing skills (therefore disorthography) and calculation skills (dyscalculia).
The law 170 of 2010 recognizes and describes these four learning disorders, emphasizing the need for rapid diagnosis and effective training.
It is also proposed to locate the didactic forms and the most appropriate evaluation methods; so that students with SLD can achieve educational success.
This also happens thanks to PDP, that is a personalized teaching plan, an obligatory programming document with which school defines the operations it intends put in place towards students with special didactic needs, but not attributable to disability (in this case we would speak of PEI, Individualized Didactic Plan).
Guidelines of 2011 define minimum contents and maximum definition times, that must be present in PDP (which can also be extended to SENs).
For students with LSD, the PDP must be articulated for the disciplines involved in the disorder and must contain: personal data, the the type of disorder, individualized and personalized didactic activities, compensatory instruments and dispensatory measures, and finally, forms of verification and personalized evaluation.
Students with SEN or SLD are evaluated referring to the Decree of the President of the Republic (number 122) in particular reference is made to article 10 which deals with the evaluation of students with SLD (also extendable to to subjects with SEN).
The rules set out in the article have the aim of demonstrate the level of learning achieved, without be penalized by procedures that they do not consider he specific difficulties, keeping separate skills and competences from access difficulties related to the disorder.
The teachers therefore have to pay attention to how the test is structured as well as to the timing of its execution, paying attention to the mastery of the disciplinary contents.
In this slide we present you the sitography we referred to during the research. And we thank you for your attention.
The following slide have been developed in order to be as inclusive as possible. We hope we’ve achieved our goal.
Good vision! The term inclusion indicate the action of inserting a new element into a group or a set.
It’s a word the includes many fields: from the disciplinary on, as it happens in math and biology, going through politics, to the common jargon.
(1) The term, used in a social sphere, feature different shades. In fact, it takes the meaning of being part of someting (as to a group of people) and feeling completely part, welcomed and accepted by the comunity.
(1) Besides, the term inclusion means the possibility of the environment wherein a person lives to adapt itself to each person, allowing everybody to partecipate actively and satisfactory.
(2) To be inclusive, contexts must fight againist those social exclusion phenomena concerning, for example, skin color, gender, culture, status, religion, or disability.
Discrimination can occur in various contexts: on the workplace, on the political context or on the social field.
To counter this phenomenon, inclusion aims to remove any type of discrimination that is created in a society, respecting the individual diversities.
Therefore this vision of diversity is proposed not as a weak point, but rather as a strong one, a capital that deserves to be enhanched.
(2) (3) Inclusion is often associated whit the term integration.
As a matter of fact, the two concepts are distinguished by their purpose: the second one proposes a compensatory approach; inclusion, on the other hand, aims to eliminate the visible and invisible barrieres of the environment, to make it accessible to all.
(4) Inclusion allows people to express themselves to the fullest of their abilities, increasing their confidence, self-esteem, and self-awarness.
(3) For example, Baskin is an inclusive sport; this word is a combination of two terms: basketball and inclusion. Baskin is played whit the same rules as basketball, with the integration of some small differences.
The most important difference is the composition of the teams: infact, both athletes with disability and athlestes without disability are part of the same team.
The court and the game dynamics are adapted to people with different characteristics, enhancing the abilities and disabilities of each player, making the context inclusive for all participants.
(5) In the last decades, in Italy, many initiatives have been taken to encourage inclusion and to increase the number of the structure where to pray. In addition, educational institutions have set up various initiatives to increase the inclusion of foreign students.
Since 2012, M. I. U. R. (the Italian Ministry of Education) has decreed that it is compulsory to prepare suitable intercultural approaches in teaching and its actual broader task is to educate to coexistence throught the enhancement of identity and cultural differences.
For this reason, in the school canteens children can choose alternative menu adapted to food religious needs.
(6) (7) (8) In a workplace, to be a woman has always been an element of disadvantage in terms of opportutities and salary.
The employment gaps between men and women affect the salaries and the engagement choices or the career progression.
The European Commission, has passed some advice to encourage inclusion and gender equality in workplaces.
This must happen throught action such as wage trasparency in a business company where gender-based discrimination could occur.
Besides, this must happen by opposing precarious employment and bringing out the high level of women’s undeclared work; promoting women being part of administrative boards.
And all this in order to promote the equality between man and women at all levels of the decision-making process in the workplace.
Today we are going to talk about Inclusion in Distance Teaching and Distance Learning.
Distance teaching is a typology of transmission, discussion and sharing of learning, realized by online platforms for videoconferences, videochat and scripts, to be introduced in the school system in case there won’t be the possibility to do lessons in presence.
Distance teaching can be used also in normal context, to encorurage students’ learning of skills like know how to work in teams at distance, the use of technological means and platforms prepared for learning.
Distance training/learning is a modality of provision of learning trails in alternative to learning in presence, by the use of online platforms for videoconferences. Inclusion presupposes the use of different tools like computers or tablets. and a stable internet connection.
The problem is that, often people, don’t have the chance of having them at home. In fact, some research has highlighted that only the 76,1% of Italian families has an internet connection at home. To allow everyone to access and partecipate in distant teaching and distance learning It is important for the institutions to ensure that resources are equally distribuited.
The term “inclusion” also refers to the cultural issues that arise from the use of distance learning, such as the lack of female emancipation. J.H. Kelland, professor of the University of Alberta, wrote that “In case of women who work from home, participating in distance learning rather than being a means of expanding their horizons, limits them , by keeping them isolated.
As regards kids with special educational needs, example of inclusion in distance teaching are attempts from institutions of not segregate them, by giving them the same inclusion, in terms of human relations, which would be guaranteed in presence.
The Pedagogy and Special Didactics professor at the University of Bolzano, Dario Ianes, said: “We don’t have to forget that for disabled pupils, inclusion means learning and participation, that is relationship with teachers and classmates, and therefore this will be a difficult time.” by referring to emergency epidemiological period that we are living.
About the fruition of distance teaching from students with disabilities, the University of Padua provides support for study and educational activities such as PC, tablets, keyboards and others instruments, which can be taken on loan. In addition, a tutor may be required to manage the study of a given discipline.
In Distance Teaching it has therefore try to insert tools, called “compensatory”, such as: audio books, electronic diary, word processing programs with spell checker, all aimed to facilitating the learning.
Another important way of inclusion of students with special needs, is the use of Augmentative Alternative Communication (AAC), defined by the pediatric neuropsychiatrist Aurelia Rivarola as: “Set of knowledge, techniques, strategies and technologies that facilitate and increase communication in people who have difficulties using the most common communication channels, especially oral language and writing”. An example in the image below.
The University of Padua is an example of how the inclusion of students with any type of vulnerability is a theme to be taken into account in the provision of training, especially during a worldwide pandemic that has limited lessons to the online. An example of the University’s inclusiveness was the development of an automatic transcription system for synchronous or asynchronous lessons, usable by students with auditory disabilities.
The Patavino Atenee has also described in guidelines for teachers, how to prepare slides, online materials , that are accessible to any student; as well as tutorials useful to understand the use of online platforms.
Inclusion in Distant Teaching and Distance Learning means, therefore, giving everyone the opportunity to access the content and video lessons, in order to continue to provide quality education and training, fundamental for the individual and social growth of people.
In this final slide we have reported the bibliography from which we have extrapolated our definition about the distance teaching and distant learning. Thank you for your attention! We hope that you’ve enjoyed our work and we hope this will help you on your life path.
Studentesse
Created by Lubiato Sara, Sartorato Chiara and Zatta Veronica, from the University of Padua (Italy), 2021.
Personal hygiene is the care that every human being requires to keep the body in a positive and healthy state. Moreover, personal hygiene is understood as actions by which people attend to out cleanliness and our appearance. Taking care of hygiene is a big responsibility, and each person has to take care of his own. Because of this, the family is the first nucleus where the child learns to know about hygiene and cleanliness habits.
Hygiene has an essential place in our lives, and thanks to it we create good health habits and prevent diseases. For this reason, it is important and necessary that children are taught personal hygiene tasks from a very early age, with the aim of making this personal cleanliness a fixed moment in their daily live. Furthermore, by acquiring some habits of hygiene, it Will help them to know their own body and to give them security and a sense of independence.
The World Health Organization (1999) gives a very relevant and appropriate definition of Health Education in our society: “Health education comprises consciously created learning opportunities that involve a form of communication aimed at improving health literacy, including improving people´s knowledge of health and developing personal skills leading to individual and community health.
Related to our field, Early Childhood Education, at this stage health education is a major axis for the formation of students.
Likewise, Gómez (2002) emphasizes that in the moment of elaborating educational programs that are dedicated to health, it is essential that teachers take advantage of daily moments to learn and reflect on health.
To this end, schools should put this topic first, since many illnesses require adequate hygiene habits for the health of the person and, furthermore, for their contagion.
Authorship
Elena Pérez Bengochea y Naiara Ruisoto Lavín, 2020.
Hygiene is a concept that in turn is an important factor in people’s health. For this reason and in a general way we will begin by defining this concept that, as the RAE (2019) says, refers to the “part of medicine that aims to preserve health and prevent diseases” Therefore, we can say that Hygiene is made up of all actions that positively influence people’s health (Lizandra, 2016).
Hygiene is present at all times of our day and in any of the contexts. But especially, we are going to focus on hygiene in the first cycle of early childhood education.
At this time, the role of the family as the primary educational agent comes into play. Being able to say that the family is an ecosystem unit, that is, a daily space where networks of support, trust, mutuality and solidarity are established (Estupiñán and Hérnandez, 2007; Muaze, 2016). Therefore, it is a primary training source, which is responsible for protecting, caring for, training and humanizing (Lizandra, 2016).
Once children grow up, they stop spending so much time with their family to spend it in other contexts, so they must learn autonomous hygiene habits.
According to Pikler, care is about a confluence that offers the child a relationship and quality care and the possibility of exercising their autonomous activity, protected and valued by the adult, in a safe environment.
When children are very young and unable to fend for themselves, they need constant care and attention. They require an adult to wash, change, groom themselves. etc.
One of these moments of hygiene is the change of diaper, at this time the relationship of the child with the adult is very important, we must think about what the child needs at all times. It will be necessary to use a close, respectful and affable language, you also have to anticipate and always give an explanation about what we do and why we do it (Escuela Infantil La Lluna, 2020).
As the children grow up, they are incorporated to the next educational agent after the family, the school. It is necessary that there is a coordination between these two contexts for the correct development of the students. In this context, children are becoming more and more autonomous, and after two years (depending on the rhythm of each child) they are able to wash their hands, teeth, bathe, go to the bathroom alone, clean themselves, etc.
As mentioned in the previous paragraph, in Early Childhood Education, in the first cycle, that is, 0-3 year old students, are becoming more autonomous, since one of the objectives of the 0-3 year stage is “ progressively acquire autonomy in normal activities ”. Specifically, we are going to focus on specific hygiene objectives, of which we can highlight the following (Santiago; Arribas, 2016):
Promote a correct habit of personal hygiene.
Involve the child in a pleasant way in his own hygiene.
Increase the autonomy of your personal hygiene.
Get started in the care of personal items related to hygiene.
Finally, we would like to talk about the importance of hygiene today. The pandemic we are going through forces us to be more strict with hygiene, we must make children aware of the importance of washing their hands with soap, not abusing hydroalcoholic gel, and not touching things or putting anything in their mouth .
With regard to hygiene and the coronavirus, the WHO (2020), reveals the following indications on the recommended measures for opening schools, where the new hygiene habits that we have to face every day are established:
The importance of hygiene and cleanliness of the environment to limit exposure to the virus.
Inform and raise awareness about the importance of hand washing, respiratory hygiene, the mandatory or not of masks, which should be provided to everyone who needs it.
Finally, a schedule must be created for frequent hand washing, leaving hydroalcoholic gel or soap at the disposal of the educational community, as well as clean water in school facilities.
References
Luna, E. I. (2020). El momento del cambio de pañal. Aula de Infantil, 13-15.
Rodríguez, Y. S., & Peñalver, I. A. (2016). Autonomía personal y salud infantil. Madrid: EDITORIAL SÍNTESIS, S. A.