Examinando por Autor "Hidrobo Alarcon, Maria Alejandra"
Mostrando 1 - 1 de 1
Resultados por página
Opciones de ordenación
- ÍtemLas Representaciones Sociales de primera infancia, de un grupo de agentes educativas de educacion inicial de los Municipios de San Lorenzo del Departamento de Nariño y del Municipio de Teruel del Departamento del Huila.(Fundación Universitaria Los Libertadores. Sede Bogotá., ) Salazar Martinez, Luisa Fernanda; Hidrobo Alarcon, Maria Alejandra; Soto Triana, Joan SebastiánThe interpretations related to early childhood could be studied historically, socially, politically and from a research perspective. However, experience has allowed this research ³Early Childhood Social representations of early childhood educational representatives in the villages ³San Lorenzo in the Department of Nariño and Teruel in the department of Huila´ to have a voice. Therefore, even if technical and scientific conceptions aimed at guaranteeing a well-rounded assistance to boys and girls within institutional contexts have been offered by the government to provide early childhood with care and schooling, emotional and human support has not been available for one of the educational agents who is in charge of a group of 20 children who attend the nursery from Mondays to Fridays from 8:00 to 16:00. It seems that early childhood caring and formal education have been idealised on the premise of normative and pedagogical principles. That is to say, since these concepts lay on the theory and legal framework after well-known redefining processes that have tackled Colombian children¶s history and background, why would early childhood schooling in Colombian institutional nurseries fail? Early infants display particular needs that cannot be met from a single approach, or context such as the family, the education, the social background or the institutions. Thus, those necessities must be observed, considered, recognised, validated, and felt from a network committed to the children µs protection and upbringing which might be foreign to reality from the early stages of schooling in Colombia. Additionally, the commitment involved in seeing an infant from a human perspective becomes a role which lacks of recognition or merit due to the fact that it implies validating a connection process between knowledge and the child¶s need to know. In other words, the system should not take for granted the fact that children come with logical-practical structures for learning or assimilating information needed for schooling; that is, early infants go through a crucial stage of exploring in which the adults¶ role becomes the most important reference for this well-rounded development process.