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 theĀ content is going to be taught and learned. This is included in the strategies, procedures andĀ actions. At the same time, the methodology is organized and planned in a conscious andĀ thoughtful way, which is used by the students to learn the content and achieve the objectives.Ā
There is not such a thing as “the best methodology”, since it depends on the class group, theĀ contents taught, the objectives, time, space, context, teaching style, physical conditions andĀ materials. Therefore the educator must have a battery of teaching methods that could beĀ applied depending on the situation, some of them being expository, participatory, researchĀ based or integrating.
These methods range from very closed actions, where the proposals areĀ defined by the teacher, with no margin for variation; till total freedom of the children, whereĀ we present flexible proposals that facilitate student experimentation. The preferredĀ methodologies in Preschool Education can be based on some of the following methodologicalĀ principles: playful principle, meaningful learning, activity, socialization, family-schoolĀ collaboration, globalization and personalization. All of this applied systematically, contributesĀ to the acquisition of new knowledge and skills, thus facilitating the teaching-learning process.
Authorship
EstefanĆa LĆ”zaro, EstefanĆa MartĆnez, Eva Peral y LucĆa Polo, 2020.