Experiencias pedagógicas a partir de la articulación preescolar y primaria en el jardín infantil y I.E.D. Colegio Santiago de las Atalayas

Abstract

The studies on the initial articulation in the first cycle of equation, that is, between preschool and primary school, are being approached from different disciplines and are being implemented in different contexts, schools, universities etc. as constructs of a social pedagogy in a society which contains norms and indicates the limits of action of people based on their personal, social and / or cultural characteristics Evidence of relationships that are established with parents, siblings, teachers, peers and significant adults from their immediate surroundings, since in this way they are able to create their personal way of living, feeling and expressing emotions and feelings against the surrounding environment, the way to act, dissent and judge their own actions and those of others, as well as the way to make their own determinations, in a gradual way, making necessary a scaffolding by the significant actors involved here, that is to say parents, managers and / or teachers as significant adults of these as well as their immediate environment, so that they can provide girls and boys with a relevant and appropriate development at this important stage to train as people and integrate into the educational process of each one of them. According to that order of ideas, the intention is to make an observation of the teachers who work with girls and boys within the framework of education, from an action research; to determine their interests and needs in them, and then with these choose some categories from the theory that supports the articulation stipulated by the Curricular Guidelines and the relevant Regulations, implementing them through different generating activities and at the same time playful, allowing the Girls and boys express their feelings, their inner world through their different gestural, bodily, facial and communicative expressions, in each and every one of the different dimensions. In fact, offering alternatives that lead to actively encouraging and linking the participation and communication of both parents and teachers, and community, thus showing co-responsibility, in general contributing to improve learning and proper development. All professionals committed to Early Childhood should be considered to develop a role that fulfills this task, significantly becoming a challenge, in educational plans