PRE-SERVICE PRACTICES IN EARLY CHILDHOOD EDUCATION DEGREE: PRACTICES IN MUSIC

2019 ◽  
Author(s):  
Rosa María Serrano ◽  
Oscar Casanova
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education Degree

scholarly journals Relaciones escuela-familia: una investigación cualitativa en España (p. 41-69)

2017 ◽  
Author(s):  
María Luisa García Rodríguez ◽  
Natalia Paíno Sánchez
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Qualitative Methodology ◽  
Childhood Education ◽  
The People ◽  
Education Degree ◽  
Investigación Cualitativa ◽  
The University

Durante a permanência em dois centros educativos para cursar as disciplinas de formação básica Prática I e Prática II, do Mestrado em Educação Infantil da Universidade de Salamanca (Espanha), observaram-se desconsiderações, por parte das famílias, em relação às advertências das professoras. Coloca-se, assim, a conveniência de abordar o estudo das relações escola-família com o objetivo de contribuir para sua otimização. A indagação é abordada mediante a metodologia qualitativa, avaliada como a mais oportuna pela sua flexibilidade e sua grande riqueza de resultados. Coletaram-se os dados mediante entrevistas com professores/professoras e as famílias dos alunos entre 3 a 6 anos, de Salamanca e de Cáceres. Tal aproximação da realidade permitiu conhecer as sensações e vivências das pessoas entrevistadas. Mediante uma profunda análise da informação encontrada, chegamos a conclusões notáveis. Há coincidências em reconhecer que existem barreiras e um certo desencontro. Também se oferecem soluções para alcançar a harmonia e a coordenação entre ambas as instituições educadoras.Palavras-chave: Relações escola-família. Coordenação. Análise das soluções. Harmonia.AbstractDuring the stay in two Educational Centers to study the subjects Practicum I and Practicum II of the Early Childhood Education Degree at the University of Salamanca, thoughtlessness manners from the families to the warnings from the teacher are being observed. That way, it’s convenient to arise a study of the relationships between the School and the Families to contribute their improvement. The research has addresses through a qualitative Methodology. That Methodology is valued as the most accurate because of its wealthy results. Data was collected from different interviews with teachers, and 3-6 years-old students’ parents from Salamanca and Cáceres. The proximity to their reality allowed to know the feelings and experiences of the people interviewed. The conclusions arrived after a deep analysis of that information were coincident and remarkable. There is a recognized barrier in the relationships. There are also solutions to get the harmony and the coordination within both educational institutions.Keywords: Relationships between school and families. Coordination. Solution analysis. HarmonyResumenDurante la estancia en dos centros educativos para cursar las asignaturas de formación básica Prácticum I y Prácticum II de la titulación de Grado en Maestro de Educación Infantil de la Universidad de Salamanca (España), se observan desconsideraciones por parte de las familias hacia las advertencias de las maestras. Se plantea así la conveniencia de abordar el estudio de las relaciones Escuela-Familia con el objetivo de contribuir a su optimización. La indagación se aborda mediante metodología cualitativa. Se valora como la más oportuna por su flexibilidad y su gran riqueza de resultados. Se recogieron los datos mediante entrevistas a maestros/as y familias de alumnado de 3 a 6 años de Salamanca y de Cáceres. Dicha aproximación a la realidad permitió conocer las sensaciones y vivencias de las personas entrevistadas. Tras un profundo análisis de la información hallada se llegó a notables conclusiones. Se dan coincidencias en reconocer que existen barreras y cierto desencuentro. También se ofrecen soluciones para alcanzar la armonía y coordinación entre ambas instituciones educadoras.Palabras clave: Relaciones escuela-familia. Coordinación. Analise de las soluciones. Armonía.

scholarly journals Dialogic Literary Circles as a Methodological Strategy for the training of students in Early Childhood Education Degree

2021 ◽  
Vol 14 (3) ◽  
pp. 255-270
Author(s):  
Estefanía Martínez-Valdivia ◽  
◽  
Mª Carmen Pegalajar-Palomino ◽  
M. Lina Higueras-Rodríguez ◽  
◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Childhood Education ◽  
Education Degree ◽  
Methodological Strategy ◽  
Literary Circles

scholarly journals The Differences across Future Teachers Regarding Attitudes on Social Responsibility for Sustainable Development

2020 ◽  
Vol 17 (15) ◽  
pp. 5323
Author(s):  
Ligia Isabel Estrada-Vidal ◽  
María del Carmen Olmos-Gómez ◽  
Rafael López-Cordero ◽  
Francisca Ruiz-Garzón
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Social Responsibility ◽  
Primary Education ◽  
Collective Responsibility ◽  
Future Teachers ◽  
Education Students ◽  
Childhood Education ◽  
Education Degree

In the search for sustainable development, in which the ecological footprint is carefully considered by consumers and companies, teachers play an important role within a social and economic framework. This role relates to aspects of social responsibility. It should involve knowledge about education for responsible consumption in order to care for the environment both individually and socially. Considering this, the aim of this study is to find out whether there are differences in the level of awareness and the habits of future teachers of Early Childhood and Primary Education regarding sustainable social responsibility. A non-probabilistic sample of 30 Early Childhood Education degree students and 22 Primary Education degree students was used. Semi-structured interviews and an inductive process were conducted to examine the importance of Sustainable Development in society, the relevance of Social Responsibility for Sustainable Development (individual versus corporate), the attitudes and habits relative to Sustainable Development and the education on Sustainable Development in schools: knowledge, attitudes, and proposals. Students agree that they consume excessively. This is everyone’s individual responsibility (as regarded by all participants), although changes could be supported by institutions and companies (Early Childhood education students argue in favour of corporate responsibility). Knowledge deficits were identified in relation to production, distribution, and sale processes. They consider education to be the main factor for sustainability, while society is ranked as the least important, observing an evident disagreement in relation to environmental and economic factors (perception of collective responsibility; Early Childhood versus Primary Education students). Finally, they also outline teaching proposals (active and participatory) to foster education for sustainable development at schools.

scholarly journals Psychometric Study of a Scale of Measurement of the Digital Stories Creation Using Utellstory

2020 ◽  
Vol 12 (8) ◽  
pp. 3204
Author(s):  
Juan Manuel Muñoz-González ◽  
Esther M. Vega-Gea ◽  
Cristobal Ballesteros-Regaña ◽  
María Dolores Hidalgo-Ariza
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Inclusive Education ◽  
Reliability And Validity ◽  
Validity And Reliability ◽  
Childhood Education ◽  
Theoretical Assumptions ◽  
Digital Stories ◽  
Education Degree ◽  
The University

The purpose of this paper is to validate a scale about learning how to use the Utellstory software for the creation of digital stories. The questionnaire was provided to a sample of 142 and 276 students from Masters in Inclusive Education and Early Childhood Education Degree of the University of Córdoba (Spain), respectively. The data were subjected to an analysis of reliability and validity through the use of exploratory and confirmatory factorial analyses. The results revealed an instrument with correct validity and reliability that demonstrate that the model is stable and consistent with the starting theoretical assumptions.

scholarly journals Desarrollo de la competencia en comunicación lingüística en primer curso de los grados de educación infantil y educación primaria: una experiencia de aula en la UPV/EHU / The Development of Linguistic Communication Skills in First Year Grades of Kindergarten and Primary Education: A Classroom Experience at UPV/EHU

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Asier Romero Andonegi ◽  
Iñaki Gaminde ◽  
Aintzane Etxebarria ◽  
Urtza Garay
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Primary Education ◽  
Communicative Competence ◽  
First Year ◽  
Linguistic Communication ◽  
Elementary And Secondary Education ◽  
Childhood Education ◽  
Education Degree ◽  
Educación Primaria

ABSTRACTIn this article we intend to reflect on an experience that we have launched this course in Early Childhood Education degree in Primary Education and the E.U. of Education at the UPV/EHU. Specifically, we refer to the implementation within the new plans of the new degrees (European Higher Education Area) Early Childhood Education and Elementary and Secondary Education within the same in their first module of the course: Communicative Competence Development I. This material has the characteristic of teaching in a bilingual environment so that the development of different practices (through cooperative group work) have been of great interest to acquire greater proficiency.RESUMENCon este trabajo pretendemos reflexionar en torno a una experiencia que hemos puesto en marcha este curso en las titulaciones de Educación Infantil y de Educación Primaria de la E.U. de Magisterio de la UPV/EHU. En concreto, nos referimos a la implantación dentro de los nuevos planes EEES de las nuevas titulaciones de Educación Infantil y de Educa-ción Primaria y dentro de la misma en su primer módulo de la asignatura: Desarrollo de la Competencia Comunicativa I. Esta materia cuenta con la particularidad de impartirse en un entorno bilingüe por lo que el desarrollo de las diferentes prácticas (por medio del trabajo grupal cooperativo) ha resultado de sumo interés para la adquisición de una mayor compe-tencia lingüística. Contacto principal: [email protected]

scholarly journals Estágio na Educação Infantil: os campos de experiência da BNCC na percepção de estagiários de Educação Física [Internship in Childhood Education: the experience fields of the BNCC in the perception of Physical Education Interns]

2020 ◽  
Vol 7 (2) ◽  
pp. 24-30
Author(s):  
Debora Mendes ◽  
William Jacinto ◽  
Elisangela Ananias
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Physical Education ◽  
Basic Education ◽  
The Other ◽  
National State ◽  
Childhood Education ◽  
Intervention Process ◽  
Education Degree ◽  
The University

This report describes a proposal for Supervised Curricular Training (ECS) in Early Childhood Education, in the specificity of Physical Education as an integral component of this stage of Basic Education. The teaching planning and lesson plans were based on the proposal of the Experience Fields of the National Common Curricular Base (BNCC) articulated with the ECS Proposal for the Physical Education Degree course at the University of the State of Santa Catarina (UDESC). The objective of this report was to analyze and critically reflect the national, state and municipal curricular documents that precede BNCC, to identify and analyze the studies on Physical Education, Early Childhood Education and BNCC and to describe the collective reflections during interventions at ECS I . The guidelines present in the curriculum documents that precede the BNCCC and the content of the fields of experience, supported and supported the intervention process of the interns at the ECS of Early Childhood Education. It was concluded that it is possible to work in partnership in Early Childhood Education, based on BNCC, respecting the different rhythms, spaces and times of children and in an integrated way with the other moments of the institution during the supervised internships.

Early-Childhood Education for the Developmentally Delayed: Diagnosis, Intervention, and Evaluation

1979 ◽  
Vol 10 (2) ◽  
pp. 81-92
Author(s):  
Susan Freedman Gilbert
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
School Children ◽  
Developmental Delays ◽  
Delayed Diagnosis ◽  
Language Impairments ◽  
Developmentally Delayed ◽  
Speech And Language ◽  
Childhood Education

This paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained, behaviorally oriented, noncategorical program for pre-school children with speech and language impairments and other developmental delays.

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