Categories
Early Childhood Education

Facilities II

The facilities consist of educational approaches, where aesthetics and contemporary art are mixed with a foundation and pedagogical bases, managing to favor pre-symbolic and symbolic playing in a relational context (Abad y Ruiz de Velasco, 2014). Its main promoters were Abad and Ruiz de Velasco, who wanted to create spaces where children couldlearn in an active way, being the very own protagonists of the action and exploring their own interests and needs (Abad and Ruiz de Velasco, 2014; Moya, 2017).

They use the environment itself and its characteristics (the walls, the ceiling, the floor), alongside a series of materials that build an environment of beauty, which invites the spectator to take part in it (Rubio and Riaño, 2019). Therefore in the facilities, the educator is in charge of designing and organizing the playground and its intention, while the children have a leading and participatory role so that they are able to deconstruct, transform and rebuild the space, interacting with others (Abad y Ruiz de Velasco, 2014; Rubio y Riaño, 2019).

The spots and materials shape two essential aspects of the facilities.

On the one hand, the spaces have to be organized in an aesthetic way, so that they manage to please the children and invite them to interact, and to carry out actions, wander and explore a quality space, which allow the children to generate a “powerful mental image” (Abad y Ruiz de Velasco, 2014). In the facilities, objects are organized within the space by geometric forms or mandalas, so that children are guided from that initial order in which they feel safe, encouraging them to explore and interpret both, the space and the materials, in a physical and psychic sense (Abad and Ruiz de Velasco, 2014).

On the other hand, the materials used in the facilities have to be diverse, from daily use and accessible, allowing the children to carry out a cognitive process in which already known materials acquire a new association, a new use, a newinterpretation (Moya, 2017). In the facilities, triads of objects are used, which encourage students to perform divergent actions so that they are not limited to the established functions of those objects. We could say that these triads have a storyline or dialogue, which the children achieve through playing. These materials also allow students to create their own game based on their characteristics and their rhythms, promoting diversity at the same time (Moya, 2017). In addition, the materials have to be complementary to each other, emphasizing the differences between them so that they become evident (big and small, round and square, soft and rough…).

In the implementation of the facilities, there is always a common path to be followed.

It begins by selecting the idea to be represented and designing it. The educators analyze the context and its conditions, as well as the characteristics of the children so that the theme of the installation and the organization of materials and spaces is customized for them in an aesthetic way (Toca, 2019). The location is decided, marking off where the installation begins and where it ends; the types of materials and their quantity are selected, ensuring that they give the children diverse possibilities of action and interaction with their peers (Abad y Ruiz de Velasco, 2014).

Once this is done, the children are introduced to the installation, allowing them to observe and make any questions or comments that they may have about it. The educators will try to make them meditate through questions, and they will also take advantage of the opportunity and mention the rules or agreements of coexistence during the development of the installation (Toca, 2019). Before students can enter the facility, they are invited to represent what they see or what the installation suggests to them in a graphic or verbal way.

After this, they are allowed to experiment and interact freely with the materials and spaces designed for them. The children deconstruct and build the space, experiment, handle the objects, interact with their peers, etc.

Afterwards, the children must always perform a presentation, narrated in a graphic way (drawings) or orally, in which they show what they have learned or what they have experienced.Finally, the proposal is evaluated, as well as the possibilities of action, playing and relationship that the installation has generated (Abad y Ruiz de Velasco, 2014; Moya, 2017).

References 

Rubio Gorrochategui, L., & Riaño Galán, M. E. (2019). Arte y Educación: Instalaciones en el aula de Infantil.

Moya Díez, M. (2017). La instalación artística en educación infantil.

Ruiz de Velasco, A., y Abad, J. (2014). Contextos de simbolización y juego. La propuesta de las instalaciones. Revista Aula de Infantil, 77, 11-28.

Toca Martínez, S. (2019). Jugar, experimentar y relacionarnos: las instalaciones artísticas en un aula de 4 años.

Authorship

Lidia Abascal Abascal y Andrea Álvarez Peña, 2020.

Categories
Early Childhood Education

Facilities I

Infant education facilities

Throughout this text, authors such as Ángeles Ruiz de Velasco, Pablo García González, Isabel Recio and Javier Abad, will be the protagonists who will offer to the discourse the pedagogical sense that this proposal of the facilities requires. Before beginning, it should be noted that Javier Abad, is one of the most representative figures of the methods of work from the facilities, where for him, these are part of a scenario where action-transformation is collected by children.

The facilities are characterized by generating symbolic and presymbolic games in childhood, with the ultimate purpose of developing creative, relational and emotional capacities in the students creating an atmosphere of freedom and joy. That is, as Dávila (2015) points out, 

“The emotional climate changes and, therefore, the dynamics of the classroom guarantees the participation of children in a reliable, peaceful and democratic environment, where trust, security and care are experienced, elements that build children’s personality and prosocial behaviors as the basis of Good Living” (Dávila, 2015, citado en OMEP ECUADOR, p.250).

Orienting the discourse, according to Ruiz de Velasco y Abad (2014) and other authors such as those mentioned above, the most important aspects to take into account when designing and implementing the proposed facilities are based on the following questions:

What are the facilities?

The facilities follow the idea of configuring spaces as mediators for the game of meanings and situations of discovery. That is to say, they are settings designed from the encounter between the most aesthetic, artistic and psychomotor part, where interacting to favor the symbolic and presymbolic play of childhood.

The proposal of the facilities is to propose a symbolic space where represent an intentional idea or message by offering minors the fact of being able to “enter into play” through different modes of interpretation and interaction (Ruiz de Velasco and Abad, 2014).

The facilities, ultimately, from the educational point of view, consist of a proposal where children can be offered places to experiment and transform based on the interests adopted by the youngest, that is to say, they are educational practices where the uncertainty, motivation, creativity and imaginibility are enhanced in the schoolchildren.

What spaces, materials and times do the facilities offer?

The facilities offer beautiful and child-friendly spaces, where it is very simple to appeal to the attention of the child. They are structured spaces, arranged beautifully, and where all the elements are reflected in an organized way, in order to allow infinite possibilities of action and play from imagination and creation.

When designing the scenario for the proposal it is essential to try to offer opportunities to develop in the children the symbolic and presymbolic game spontaneously. They are scenarios where three key ideas are given priority: that they are broad places with ease of movement and action, that the proposal is in the center of the place, offering it full prominence and frequently, the materials are distributed geometrically.

In short, the facilities offer spaces that allow to be interpreted by each and every one of the students, thanks to the offer of materials arranged occupying all the space.

The materials of the facilities must offer diversity of action, relationship and discovery. They must be divergent and varied materials, so that they can be used by several infants at the same time or more individually. In addition, it is important that they are unstructured materials that allow to pass the full and the empty, the inside and the outside, the calm and the movement, the presence and the absence. In short, materials that offer countless possibilities for action.

Finally, from a temporary point of view, the facilities must offer an unlimited amount of time to children. That is, a time without haste that respects the learning rhythm of each and every small.

What is the teaching role in the facilities?

The professional in the facility is in charge of designing and organizing with certain aesthetics and care the proposal. He acts as mediator and observer, where he participates in children’s games as long as he considers it necessary. Its main function is to observe and document through a field diary the game of childhood, so that everything that happens in the proposal is visible. For this alternative, the teacher plans how he wants the installation to be, then designs it with the materials chosen, to finally expose it to childhood and begin their play.

In short, it is a proposal where the teacher tries to document all the routes he observes in childhood, in order to better and keep updated his educational practice according to the demand and needs of his schoolchildren.

What is the role of the student?

The students are the central protagonist of the whole proposal. Their function is to arrange, rebuild and transform through their individual or shared spontaneous play. The students in the facilities, initially observe the proposal to, later, be able to choose and select their preference of game, space and material.

The facilities “are a true recreational ecosystem configured by the adult to provoke from an initial order and a concrete aesthetic proposal their deconstruction, transformation and new reconstruction by children through shared play” (Ruiz de Velasco y Abad, 2016, p.45)

References 

García González, P. (2017). Escenarios de juego. Infancia: educar de 0 a 6 años, 162, 27-35.

Recio, I. (2014). Pistas para la evaluación: Instalaciones. Revista Aula de Infantil, 77.

Ruiz de Velasco, A. y Abad, J. (2014). Contextos de simbolización y juego. La propuesta de las instalaciones. Revista Aula de Infantil, 77, 11-28.

Ruiz de Velasco, A. & Abad, J. (2016). Lugares de juego y encuentro para la infancia. Revista Iberoamericana de educación, 71(1), 37-62.

Dávila, M. P. V. (2015). 4.10. Instalaciones Lúdicas Interacción, creatividad y libertad en la Primera Infancia. Memorias del 3 Encuentro Internacional de Educación Infantil, 241.

Authorship

Laura Santos de la Mata, Elena Solana Fernández y Sandra Zamorano Pérez, 2020.

Categories
Present and Distance Learning Technologies

Experiential training

Experiential training is an active methodology since it places the lived experience (Erlebnis) of each learner at the center, as a function of new knowledge to be learned.

Since everyone learns in a meaningful way only what is related to their previous knowledge or the strengthening of the structure of the self (C. Rogers), it is essential to build a bridge between these and what will be learned.

Experiential education is a philosophy and a methodology in which educators/trainers intentionally involve learners in direct experience by focusing on reflection to create knowledge, develop skills and clarify values.

According to Plato, who in Phaedrus emphasizes the importance of the erotic dimension (ta-erotikà) of learning, it is essential to arouse the emotions in learners and meet their feelings, the direct participation (methexis), since it is a fundamental condition for the acquisition of knowledge (knowing, knowing how to do, knowing how to be) which, inevitably, passes through Love.

Starting from the learning model of Carl Rogers, who emphasizes previous experiences and experience as a source of acquiring new experiences, and the theoretical work of Kurt Lewin, Kolb has summarized in a model a continuous and circular process divided into four phases:

  1. Concrete experience – Learners encounter a new experience or reinterprets an existing experience.
  2. Reflective observation – In this phase they reflect on the simulated activity and interpret what emerged from the experience.
  3. Abstract conceptualization – The acquired information is schematized to be contextualized and applied in one’s own reality.
  4. Active experimentation – In this phase, the verification and implementation of the new acquired knowledge takes place, generating a new concrete experience.

Experiential learning methodologies:

  • Adventure to operate in unknow contexts where it is easier to indulge is spontaneous action and consequent learning;
  • Metaphor to link the proposed activities with work, organizational and daily life contexts;
  • Reflection applied to everyone’s behavior, it allows to exchange reflections and feedback;
  • Involvement to foster learning and effective change;
  • Transferability to the personal and professional context of the people involved, in which the concept of applicability to professional practice is enhanced.

Methods and activities of experiential training

  • “A minute of silence” Offer students a minute of silence to gather ideas, increase concentration, or to change the subject and encourage reflection.
  • “Role Playing/Simulation/Games” Students and teacher take on specific roles and organize a performance for a demonstration purpose. Simulations and games could include guiding principles, specific rules and structured relationships.
  • “5 facts”: Present five real facts, three of which are true and two are false, but plausible. Report the five cases on a sheet to be distributed to the groups or on a slide and organize the discussion work first in small groups then in plenary. When finished, submit the correct answers and discuss.
  • “Case study”: Students relate to a presented scenario that requires their integration, extension and discussion, trying to solve problems related to the course contents.
  • “LEGO Serious Play”: It is a method finalized at developing thinking, communication and solving complex business management problems through the use of the LEGO construction game. The goal is to foster creative thinking through team building activities based on the use of LEGO bricks to create metaphors of one’s own organizational identity and experiences. Participants work through imaginary scenarios using LEGO bricks, which is why this type of activity is called “serious play “.
  • “Company theater”: It is about the representation of concepts, themes and organizational dynamics through theatrical interpretation. Overcoming emotional barriers, this methodology develops communicative and expressive skills, improves mastery and self control.
  • “Orienteering”: Orienteering is a classic outdoor, multi sensory and exploratory activity.
  • “Team Sports”: The different sports metaphors are characterized by stronger involvement of the participants on the physical level, as well as on the cognitive and emotional.
Authorship

Nicola Battistutta, Nicola Bianchi, Enrico Nichele, 2021.

Categories
Present and Distance Learning Technologies

Evaluation

The aim of this presentation is to suggest a definition and contextualisation specifically in professional or non-formal fields of the terms “evaluation” and “feedback”. 

Evaluation, understood as “value attribution” (etymol.: Valère = give the price, estimate) is called to judge the value of training actions conducted “not only in school” but also in non-formal and informal learning contexts. 

The specific object of this presentation is the evaluation in non-formal contexts, such as: associations private and public bodies companies. 

Evaluation and Feedback in professional contexts constitute a PROCESS characterised by one or more OBJECTIVES and therefore a PROJECT that aspires to realise them. 

Evaluation is expressed through a JUDGEMENT, not an end in itself, but pedagogically supporting side by side both learning and growth, in individuals and in the organisation as a whole. 

As shown in the picture, in order to be truly effective, evaluation must participate in the planning process in its various forms and both must proceed simultaneously, so that evaluation, design, implementation and decision-making are integrated dimensions. 

Literature offers us an an evaluation model that takes into account different elements,consisting of questions, to which it is necessary to refer to in order to draw up an evaluation process. 

At the centre is the recipient of the evaluation, in the case of the definition we are now dealing with, the organisation (public or private body, company or association). 

We will observe in the next slides the possible answers to each single question. 

What is assessed, the elements of the evaluation. 

These are, grouping them into families: Products, Processes, systems 

In non-formal contexts several evaluative models are suggested, the Kirkpatrick model and the integrated model. 

Who evaluates, agents 

The hetero-evaluation is based on an assessment carried out by “different” subjects with respect to the “object” to be evaluated: It is the classic model in which the teacher evaluates the pupil on the basis of the detection of how much the pupil “knows” or “doesn’t know” “can do” or “cannot do”. 

Co-assessment, a form of participatory evaluation that welcomes the instances of different stakeholders involved in the process. Self-assessment, in which it is the subject itself that puts into the field awareness, skill and reflection on his own product. 

When evaluating, the moments of evaluation. 

Evaluation can bediagnostic-orientative: it can collect as much information as possible aimed at a real and in-depth knowledge and understanding of the people within the organisation. Imagine, then, to prepare a questionnaire or an interview that collects data on the training path of the worker, his level of skills and the previous working environment. 

Evaluation can be training-regulatory: It accompanies people during their work, Imagine using frequent feedback: Feedback can be defined as a fundamental regulatory tool that allows to improve performance and strengthen it, a kind of communication bridge betweenevaluator and evaluated subject. I should be “punctual, informative, specific, detailed”. 

The evaluation can be summative-certificative: it responds to the expected objectives and it is the public communication of what has been achieved. In professional contexts it can be carried out through a training plan indicating an assessment of the initial situation and the expected one, with defined and predetermined, shared and clear criteria. 

It is useful if accompanied by an interview to generate and increase reflection and self-awareness. The deferred evaluation examines the entire process for a finalisation (reflection on action) but also for future redesign, aspiring to continuously improve the entire process. 

How to evaluate, instruments 

Evaluation techniques are classified according to the stimulus-response combination. In addition to pseudo-tests, closed open stimulus-closed response, we use: unstructured tests characterised by open stimulus and open responsestructured tests characterised by closed stimulus and closed response semi-structured tests consisting of closed stimulus-open response. 

One last question: why evaluation? 

Evaluation and feedback are a powerful tool for individual and collective growth and learning, if consciously and frequently adopted within the organisation. 

In all respects, the evaluation takes on a pedagogical relevance as it promotes the actors involved and improves the system as a whole, even in non-formal contexts,and if oriented by criteria of Responsibility, Educability and Intentionality. 

Now we leave you the bibliography and also the sitography.

Authorship

Lucrezia Bovo & Marisa Giaretta, 2021.

Categories
Primary Education

Evaluation

The evaluation consists of the collection of information by the teacher both during the learning  process and the results obtained. It is present in all school life. It must be carried out with an  inclusive, continuous and constructive effect, to favor correct decision-making linked to  improvement. In addition, it should not only serve to assess the students, but also the teachers  themselves, to modify errors and continue with what works. This can also be applied to the  activities and spaces used for educational practice. 

All this corresponds to the formative evaluation for which we bet, since it focuses more on the adjustments that occur throughout the entire course with the intention of promoting learning by  improving it. Although, it can also be complemented with summative evaluation, which  assesses the final results of the process. All this is carried out through activities, projects,  rubrics …

References 

Ginés, N., & Piqué Simón, B. (2007). Evaluación para la inclusión: siete propuestas en forma de tesis. Aula de Innovación Educativa, 2007, num. 163-164, p. 7-11.

Authorship

Ángela López, Lucía Palacio, María Toyos y Ángela Ramos, 2020.

Categories
Early Childhood Education

Equal relationships

Equal relationships 0-3 years

The human being is formed throughout his life and develops certain aspects that make him unique. One of the most important aspects for human development is the way you learn to relate from birth. During the early months, interpersonal relationships play  a fundamental role in the development and psychological well-being of human beings (Amar, 2004).

Peer relationships are essential for favourable social interaction. These relationships are developed with the main caregivers, the family and the environment, and later, with the companions and teachers in the school, all promote social  adjustment. As a result of this interaction, children experience an increase in social behavior and are immersed in an environment of social organization with dominant  and cohesive networks in which they strive to reach an agreement (Federación de Enseñanza de CC. OO. de Andalucía, 2010).

The age at which boys and girls come into contact with other children in their lives outside the home (for example, when they are at school) is getting younger. Vigotsky’s approaches (cited by Campo, Estrada, Ochoa, Pérez & Rodríguez, 2011), maintain that children’s intellectual and cognitive growth is stimulated by different aspects related to the environment in which they develop, as well as by the people with whom they spend most of their time. Therefore, the parents are not the only social  media with which the child interacts, but the school context and their peers.

As Ternera (2014) says; “Through the relationships that the boy and the girl experience with the objects in their environment and the interactions with the people around them, they progress in the knowledge and appreciation of themselves and, consequently, in the formation of self-concept and self-image, which play such an important role in child development”. The nature and quality of peer relationships also favour overcoming egocentricity and the feeling of belonging to a group. Therefore, healthy peer relationships are essential for social, emotional and intellectual development.

From the first months of life, children show interest in their peers, actively seek attention and initiate communication through behaviours such as touching, vocalizing, looking, and smiling. Later, the interactions of young children progress from the moment they focus on objects, they react to the behaviours of their peers trying to regulate them with action-reaction episodes, to reach true social exchanges at 18 months of age. Those who seek to influence their peers, take turns and adopt complementary roles in games.

From the age of 2, children begin to feel attracted to their peers who are most similar to them in age, sex, race and behaviour (Hartup, 1992). They also choose as friends children who have prosocial behaviours (they help, share, cooperate), while they reject those who show unpleasant behaviours (take away toys, fight or quarrel). At these ages, different levels of acceptance or isolation within the group begin to emerge, although it will be later that it becomes more stable and filled with content (García Pérez, 2014).

Each child is at the center of a more or less broad social network to the extent that himself creates (or is helped to create) relationships with his peers and to the extent that he is sought out by others. The interpersonal relationships that are created in this way define their personal role within the group. (Cagliari, Castagnetti & Giudici, 2017). In subsequent years, the role of peers as socialization agents is consolidated.

To encourage the establishment of relationships between equals, the teacher  must be attentive, since they can perceive the development of bonds and relationships that go from simple knowledge to friendship, passing through different stages of affinity. These relationships are not born only of selective affinities and can transform into rivalry and hostility. The very absence of relationships has its importance and meaning: the isolated child, ignored or rejected by others represents a case that needs to be seriously addressed (Cagliari, Castagnetti & Giudici, 2017). These moments constitute privileged occasions for observation, early detection of possible behavioral inhibitions and, thus, establish interventions and moments that attenuate possible socialization problems and / or subsequent disorders (Méndez, Espada &  Orgilés,  2006).

We must bear in mind that adult-child relationships are essentially complementary, while child-child relationships are based on reciprocity. In addition, children who have had difficulty relating to their peers are more likely to have adjustment problems (Coie & Dodge, 1988).

In contrast, those children who have positive relationships with their peers “have experienced higher levels of emotional well-being, have a secure conviction of themselves, value forms of prosocial behaviour, and their social interactions are  stronger and more adaptive (Wentzel, Baker & Rusell, 2009, cited by Lancuza, 2010).

All the arguments exposed above suggest that the school must facilitate and take care of the spaces, materials and times where the kids have opportunities for interaction among equals. For Reggio Emilia, the environments are considered as the “third  teacher” (Strong-Wilson & Ellis, 2007). Thus, spaces should be considered as places where relationships are permanently built and rebuilt and where opportunities for experimentation, encounter, communication and action are configured. It is from this consideration  that  we must  ask  ourselves as  teachers:  how can  we improve relations between equals in Nursery School? The answer to this question brings an opportunity to modify the educational relationships and processes that take place in it.

As Loris Malaguzzi says about the different ways of expression of the little ones: “The child has a hundred languages, (and in addition one hundred one hundred one hundred), but they take off from them ninety-nine (…) And they say that one hundred does not exist. The child says: “on the other hand, the hundred exists” (Appendix 1).

Authorship

Estefanía Damalia Diéguez, Alicia Gándara Quiles y Almudena Moja Larrinaga, 2020.

Appendix 1

Poem by Loris Malaguzzi about the different ways of expression of the little ones:

«The hundred languages of children»
The boy
it is made of a hundred.
The boy has a hundred languages
a hundred hands, 
a hundred thoughts
a hundred ways of thinking to play and to talk
one hundred always one hundred ways of listening
to be surprised, to love one hundred joys
to sing and understand
a hundred worlds to discover 
a hundred worlds to invent
a hundred worlds to dream of.

The child has a hundred languages
(and in addition to a hundred hundred hundred)
but they steal ninety-nine.

School and culture
the head is separated from the body.

They say:
to think without hands to act headless
to listen and not speak to understand without joy to love 
and be surprised only at Easter and at Christmas.

They say:
to discover the world that already exists
and out of a hundred they steal ninety- nine.

They say:
to discover the world that already exists
and out of a hundred they steal ninety- nine.

They say:
that play and work reality and fantasy science 
and imagination the sky and the earth reason and dream
they are things that do not go together And they say
that one hundred does not exist.

The child says: "on the other hand the hundred exists."

Loris Malaguzzi.

References 

Amar, J. J. A. (2004). Desarrollo infantil y construcción del mundo social. Universidad del Norte. (pp 33). Recuperado de: https://books.google.es/books?hl=es&lr=&id=wP-wwpNejy0C&oi=fnd&pg=PR9&dq=desarrollo+infantil&ots=uJ29T_oZ-W&sig=S9sZtKVFIkfnXOJdqDuatz9wOac#v=onepage&q=desarrollo%20infantil&f=fa lse

Cagliari, P., Castagnetti, M., & Giudici, C. (Eds.). (2017). Loris Malaguzzi y las escuelas de Reggio Emilia. Ministerio de Educación (pp 94).

Campo, L., Estrada, N., Ochoa, L., Pérez, C., & Rodríguez, D. (2011). Procesos psicológicos vinculados con el aprendizaje y su relación con el desarrollo personal-social en niños de la ciudad de Barranquilla. Revista Duazary, 8(2), 175-189.

Ceballos-López, Noelia, Susinos-Rada, Teresa, & García-Lastra, Marta. (2018). Espacios para jugar, para aprender. Espacios para relacionarse. Una experiencia de voz del alumnado en la escuela infantil (0-3 años). Estudios pedagógicos (Valdivia), 44(3), 117-135. Recuperado de: https://dx.doi.org/10.4067/S0718-07052018000300117

Federación de Enseñanza de CC.OO de Andalucía. (2010). Relaciones entre el grupo-clase. Principales conflictos y estrategias para su resolución pacífica. Temas para la  educación (Nº6). ISSN: 1989-4023. Dep. Leg.: GR 2786-2008. Recuperado de: https://www.feandalucia.ccoo.es/docu/p5sd6802.pdf

García  Pérez,  M.  D.  M.  (2014).  Análisis  de  los  libros  de  texto  en  2º  de      Bachillerato. Recuperado de: https://teleformacion.murciaeduca.es/pluginfile.php/4370/mod_resource/content/1/Mate riales/cap5_3.pdf

Hartup, WW (1992). Amistades y su importancia para el desarrollo. Desarrollo social infantil: perspectivas contemporáneas, 175-205.

Lacunza, A. B., Contini, E. N., & Castro Solano, A. (2010). Las habilidades cognitivas en niños preescolares. Un estudio comparativo en contexto de pobreza.

Méndez, F., Espada, J. P., & Orgilés, M. (2006). Intervención psicológica y educativa con  niños y adolescentes. Estudio de casos escolares. Madrid: Pirámide.

Strong-Wilson, T. y Ellis, J. (2007). Niños y lugar: el entorno de Reggio Emilia como tercer maestro. La teoría en la práctica, 46 (1), 40-47.

Ternera, L. A. C. (2014). El desarrollo del autoconcepto en niños y niñas y su relación con la interacción social en la infancia. Psicogente, 17(31). Recuperado de: http://revistas.unisimon.edu.co/index.php/psicogente/article/view/1470/1455

Wentzel, K., Baker, S. A. N. D. R. A., & Russell, S. (2009). Peer relationships and positive adjustment at school. Handbook of positive psychology in schools, 229-243.

Categories
Early Childhood Education

Educational couple

The educational couple
in school 0-3 years

We will base our documentation process on the educational couple. We consider this aspect as relevant because it is distinctive of the 0-3 school, where, as stated in Article 92 of Organic Law 2/2006, of May 3, on Education, “1. The direct educational attention to children in the first cycle of early childhood education will be carried out by professionals who have the title of Teacher with specialization in early childhood education or the equivalent Bachelor’s degree and, where appropriate, by other personnel with the appropriate qualifications to care for girls and boys of this age. “

Likewise, based on what Hoyuelos (2004) says in Salamanca (n.d.), there are two people in the same professional category, with the same calendar, the same functions, and a similar salary who work with the same group of boys and girls during the longest part of the working day and that they share responsibility for the relationship with minors and families, having the same decision-making power.

This combination gives rise to virtues among which we find joint decision- making, which implies constant support between both teachers, an improvement in the educational process and the teaching practice arising from a double observation of the situations, of the children and of their own teachers improving day by day, a richer relationship with boys and girls, providing them with more reference figures and richer ideas arising from the complementation of the contributions of both teachers (Salamanca, nd).

However, it must also be borne in mind that it is a work between peers in which conflicts and disagreements may arise, it is a necessary confrontation in which possible ways of doing education are openly discussed. Teams are richer, as it includes more models, more socio-cognitive conflicts and more ideas (Civarolo & Pérez, 2013).

In conclusion, we consider this aspect of the 0-3 school important due to the exclusivity of its presence at this stage and the effectiveness it generates in the educational process of the youngest children.

References 

BOE (2/2006). Artículo 92 de la Ley Orgánica 2/2006, de 3 de mayo, de Educación, https://www.boe.es/buscar/pdf/2006/BOE-A-2006-7899-consolidado.pdf

Civarolo, M. & Pérez, M. (2013). 1+1 = pareja educativa. Rollos internacionales / Argentina. Vol. 4, nº (34), pp. 14 – 24. https://revistas.pedagogica.edu.co/index.php/NYN/article/view/2277/2145

Salamanca, C. (s.f.) Dos docentes, dos miradas: la pareja educativa. Tarbiya. (42). https://revistas.uam.es/tarbiya/article/view/267/253

Authorship

Natalia Sáez González y Lucía Barca Rodríguez, 2020.

Categories
Primary Education

Education

Education is defined as a fundamental right and it can be said that it is a social institution that allows the acquisition of new knowledge, as well as abilities and skills through study or experience, therefore, education is a right, a necessity to train.

According to Gimeno (2000), the right to education has become an obligation for many states and therefore demands material conditions that make it a reality: that accessibility to a school post be possible; the possibility of attending schools normally and staying in them during the stage considered compulsory; and the possibility of dispensing with child labor for the two previous conditions to be met.

After a long process and after implementing the right to education as a fundamental and essential right, it was established in 1948 in the Declaration of Universal Rights or in the Universal Declaration of Children’s Rights.

“This has been one of the struggles, not concluded today, of pedagogical progressivism during the 20th century: in addition to ensuring that this education is real and free, making it an enriching experience felt as such and, at the same time, attractive” (Gimeno, 2000).

References 

Gimeno Sacristán, J. (2000). La trayectoria de un derecho lleno de promesas. En Gimeno, J. La educación obligatoria, su sentido educativo y social. Madrid: Morata.

Authorship

Categories
Early Childhood Education

Drop-off and pick-up

The drop-off and pick-up moments are an essential part of the school’s daily life. A lot of times these moments are taken for granted and regarded as a simple exchange of children. Nonetheless, these moments have a great relevance and impact in both the school day and the people involve within the moment itself. Therefore, the drop-off and pick-up moments should be thought about as personal and emotional gathering spaces which connect the two main childhood worlds: family and school. 

A frantic pace usually characterizes the drop-off moments. Highly likely families arrive at the schools in a rush and either drop their kids in the classroom or leave them in line at the school playground.

On the contrary, we should plan the drop-off moments in such way that the hustle takes no part in them, so that a not only a physical, but also emotional and human embrace can take place. This will allow us to focus on each child and family. 

As Rosa Lopez says (2004) We need to look at the drop-off moments as both, a place and a time for meeting each other. Thus, the drop-off spaces should create a comfortable environment and be filled with professionals that parents can rely on. All in all, this is none other than an educational project that families can feel part of and that leaves a footprint behind from the very first moment everyone arrives.    

With regards to all these, it is also necessary to think of and take care of the actual physical space where the drop-off takes place. When the drop-off takes place in a common area like the hall, it provides for a more enriching experience, since children of all ages, their families and teaches get the chance to meet, share experiences, concerns and so on. In order for these spaces to reach their full potential, they must be cozy, surrounded by pictures of the schoolchildren and documentation boards (this allows children and parents to get to know each other) and have multiple possible activities to do like installations, couches, reading corners, empty spaces where people meet each other. 

On the other hand, the pick-up moments, as well as the drop-off moments, are Known for the high pace at which they happen. Furthermore, during these moments we need to deal with many unexpected events. Nonetheless, this is not the right way to think of the pick-up moments.

We need to understand these moments as an opportunity to give families information about their children. We majorly talk to the parents when we have problems with their child or when incidents take place during the school day, however, we have to keep a fluid communication at all times and share with the families their children’s milestones within the development itself and the learning and autonomy.

We can also offer them some guidelines about how to nourish and foster their children’s own growth. All this makes us think of the pick-ups as an individual and gradual moment that allow us to minister to all families. 

The moments when we say goodbye to the children and their families should make us look forward to the next day’s meeting (López, 2004). 

References 

Herranz, R. L. (2004). ” La entrada y salida” en la escuela. Aula de infantil, 18, 28-29. 

Ritscher, P. (2009). Sobre las propias piernas. Infancia: educar de 0 a 6 años, (115), 17-20. 

Authorship

Susana Lorenzo, Sara Perales y Lucía Prieto, 2020.

Categories
Primary Education

Curriculum as content

https://youtu.be/3mgZnaLnt5o

In an educational environment, this is the more relevant or used  form of defining the Curriculum word. The curriculum is defined as a series of units of  contents in order to carry out an easy learning, supporting the previous units which pupils  already control. The problem of curriculum as content is that it drives out any mention of  the educative process and omits the issues of cultural selection. This meaning of  curriculum could be understood as a tool of spreading the knowledge in a reproductive  way. It is a script that must be followed strictly, ignoring all of the aspects out of the  scholar field.

Authorship

Andrea Castillo García, Celia Barbadillo y Elena Barquín, 2020.