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Many states have implemented a Quality Rating and Improvement System (QRIS) as a strategy to improve developmental trajectories for vulnerable young children. However, QRIS research has focused primarily on implementation and validation of quality rating indicators. Using the variation in the timing of QRIS implementation across the first 25 states that implemented a system, the proposed study will use a comparative interrupted time series (CITS) approach to estimate the impacts of QRISs on children’s later academic outcomes in reading and mathematics measured by the National Assessment of Educational Progress (NAEP). The sample will focus on children who are from lower-income households (based on their eligibility for free/reduced lunch). The study will also examine how the effects of QRISs on children’s later academic outcomes (in Grade 4) vary based on how the QRIS is implemented. Specifically, the study will investigate whether differential effects exist across QRISs by how they set up their rating structure and by whether the QRIS offers financial incentives or technical assistance.

Introducció. Aquest article té l’objectiu d’oferir una llista actualitzada de centres que constaten aplicar la pedagogia Montessori a Catalunya. Per introduir l’estudi, es recorren les principals etapes històriques de l’arribada de la pedagogia Montessori al territori català i el seu desenvolupament, bruscament interromput per la Guerra Civil. Mètode. Després d’una contextualització històrica, es presenten els resultats d’una enquesta empírica que, a partir de diferents fonts, identifica els centres Montessori del territori i estima el nombre d’alumnes que hi van finalitzar els seus estudis en els darrers anys. Resultats. L’enquesta identifica 22 centres educatius Montessori, dels quals: a) 5 estan afiliats a l’AME (Associació Montessori Espanyola); b) 13 no hi estan afiliats, però tenen professorat amb formació Montessori i semblen haver triat una educació exclusivament o predominantment Montessori; c) 4 han optat per una educació Montessori integrada amb altres enfocaments educatius. Discussió. L’estudi suggereix la necessitat de continuar observant el desenvolupament, la qualitat i l’eficàcia de l’aplicació de l’educació Montessori a Catalunya, per valorar un moviment pedagògic que ha viscut un moment molt important del seu desenvolupament en aquesta terra i que, avui dia, està vivint una vitalitat renovada., Introduction. This paper presents an updated list of schools that report applying the Montessori method in Catalonia. To introduce the study, the paper recalls the historical background to the arrival and the development of the Montessori method in region, a process abruptly interrupted by the civil war. Method. After providing the historical context, the paper presents the results of an empirical survey that, based on different sources, identifies the Montessori schools in Catalonia and estimates the number of pupils who have studied there in recent years. Results. The survey identifies 22 Montessori schools, of which: a) five are affiliated to the AME (the Spanish Montessori Association); b) 13 that are not affiliated, but have Montessori-trained teachers and appear to have chosen an exclusively or predominantly Montessori education; and c) four that have opted for a Montessori education integrated with other educational approaches. Discussion. The study suggests the need to continue monitoring the development, quality and effectiveness of the application of the Montessori method in Catalonia, in order to promote an educational philosophy which underwent a significant development here and which, today, is experiencing a renewal., Introducción. Este artículo tiene el objetivo de ofrecer una lista actualizada de centros que constatan aplicar la pedagogía Montessori en Cataluña. Para introducir el estudio, se recorren las principales etapas históricas de la llegada de la pedagogía Montessori al territorio catalán y su desarrollo bruscamente interrumpido por la guerra civil. Método. Después de una contextualización histórica, se presentan los resultados de una encuesta empírica que, a partir de diferentes fuentes, identifica los centros Montessori del territorio y estima el número de alumnos que finalizaron sus estudios en los últimos años en dichos centros. Resultados. La encuesta identifica 22 centros educativos Montessori, de los cuales: a) cinco están afiliados al AME (Asociación Montessori Española); b) 13 no están afiliados, pero tienen profesorado con formación Montessori y parecen haber elegido una educación exclusiva o predominantemente Montessori; y c) cuatro han optado por una educación Montessori integrada con otros enfoques educativos. Discusión. El estudio sugiere la necesidad de seguir monitorizando el desarrollo, la calidad y la eficacia de la aplicación de la educación Montessori en Cataluña, para valorizar un movimiento pedagógico que ha vivido un momento muy importante de su desarrollo en Cataluña y que, hoy en día, está viviendo una vitalidad renovada.

Varhaiskasvatuksen henkilöstötilanne näyttää kriisiytyneen ja arki päiväkodeissa on paikoittain epävakaata. Tutkimuksen tavoitteena oli selvittää, mitkä oppimisympäristön tekijät liittyvät korkeaksi arvioituun kaaokseen. Oppimisympäristöä lähestyttiin prosessilaadun näkökulmasta keskittyen vuorovaikutuksen sekä pedagogisen toiminnan ja sen johtamiseen liittyviin teemoihin. Lisäksi henkilöstön ja lasten toimintaa kaoottisissa oppimisympäristöissä tarkasteltiin lähemmin päiväkodin yleisen tilanteen, lapsen toiminnan sekä henkilöstön ja lasten sosiaalisten orientaatioiden kautta. Tutkimus toteutettiin valtakunnallisen Kehittävä palaute -menetelmän avulla. Aineisto kerättiin vuosina 2017–2021 satunnaisotannalla kahden toisistaan riippumattoman mittariston avulla. Aineisto koostui varhaiskasvatuksen henkilöstön tekemistä oppimisympäristöjen arvioista (n = 2652) sekä koulutettujen observoijien tekemistä lapsihavainnoista (201 851). Aineisto analysoitiin kvantitatiivisin menetelmin käyttäen pää-komponenttianalyysiä, reliabiliteettianalyysiä, korrelaatiota ja varianssianalyysiä. Tutkimuksen tulokset osoittavat, että riittämättömät resurssit ja rakenteet, puutteellinen pedagoginen johtaminen ja osaamisen kehittäminen sekä kylmä ilmapiiri ja epäsensitiivisyys ovat yhteydessä korkeaksi arvioituun kaaokseen. Tarkasteltaessa päiväkodin yleistä tilannetta, kaaos näyttäytyi korkeampana rutiininomaisissa tilanteissa ja vapaassa leikissä. Lasten toiminnassa korostui erityisesti sääntöjen vastainen, kielletty toiminta. Henkilöstön ja lasten välisessä vuorovaikutuksessa sosiaalisissa orientaatioissa painottuivat omaehtoisuus ja vetäytyneisyys., The staff and resource shortage of ECE is affecting the everyday life in kindergartens across Finland. This study examines the chaos of ECE. The aim was to find out which factors in the learning environment are associated with high levels of chaos. The learning environment was approached from the perspective of process quality, focusing on the themes of interaction, pedagogical activities, and leadership. This study examined the actions of ECE staff and children in situations of high chaos. The interaction between the ECE staff and children was examined through social orientations. The study was conducted by using the nationwide Progressive Feedback method. The data was collected in 2017-2021 by random sampling using two independent metrics, including observations (201 851) and learning environment evaluations (9485). 2653 ECE units from 18 different municipalities participated in the study. The data were analyzed with quantitative methods using principal component analysis, reliability analysis, correlation, and variance analysis. This study indicates that the chaos of ECE is connected to decreased resources and a lack of pedagogical leadership and professional competence. In addition, the chaos links to a cold social atmosphere and insensitivity between ECE staff and children. The chaos was estimated higher in routine situations and free play. The results also show that children were more likely to break the rules. In these chaotic situations, withdrawn and dominant orientations were found to be more common, showing that there was a lack of cooperation in the interaction between ECE staff and children.

El presente estudio tiene como objetivo determinar los estereotipos de género en el alumnado de 3 y 4 años de Educación Infantil, considerando la relación entre el ámbito familiar y el educativo, concretamente, a través del juego. Usando una metodología con enfoque mixto, cuantitativo y cualitativo, se lleva a cabo un estudio con 16 niñas y niños, considerando para los mismos alumnos el contexto familiar y educativo, según la percepción de los propios participantes. En este sentido, y utilizando cuatro instrumentos de recogida de información, realizamos un análisis sobre las diferencias de género en los discursos iconográficos del alumnado, sus comportamientos y relaciones, y su desarrollo del juego. Los resultados muestran estereotipos en el ámbito familiar que se reproducen en el juego del alumnado. Así, la escuela continúa teniendo una tarea pendiente para constituir un espacio realmente coeducativo y propulsor de la igualdad. The aim of this research is to determine gender stereotypes in 3- and 4-year-old students in pre-school education, considering the relationship between the family and the educational environment, specifically through play. Using a mixed quantitative and qualitative methodology, a study was carried out with 16 girls and boys, considering for the same pupils the family and educational context, according to the perception of the participants themselves. In this sense, and using four instruments to collect information, we carried out an analysis of the gender differences in the iconographic discourses of the pupils, their behaviour and relationships, and their development of play. The results show that stereotypes in the family environment are reproduced in pupils' playing. In this sense, the school continues to have a pending task as a truly co-educational space.

El presente trabajo parte de la necesidad de implementar, desde las primeras etapas educativas, propuestas didácticas que promuevan que el alumnado desarrolle las primeras formas de pensamiento reflexivo y crítico y analice las manifestaciones culturales de su comunidad desde los principios de justicia social e igualdad. Así, este estudio presenta los resultados de una experiencia educativa de educación patrimonial desde la perspectiva de género desarrollada en el nivel de 4 años del segundo ciclo de Educación Infantil de un centro de educación compensatoria de la provincia de Almería. A través del uso de distintos instrumentos de recogida de información, como son una entrevista grupal semiestructurada y el dibujo libre por parte del alumnado, se ha tratado de averiguar el cambio conceptual y emocional del alumnado en torno al flamenco y a los estereotipos y roles de género presentes en este fenómeno cultural de forma previa y tras el desarrollo de diferentes actividades en forma de primer acercamiento a la temática. Para analizar la información se ha utilizado un sistema de categorías cualitativo, dando lugar como primeros resultados que el alumnado tiene arraigadas ideas sexistas desde temprana edad, encontrando cambios leves pero significativos hacia la deconstrucción de los estereotipos y roles de género si se trabaja el patrimonio desde la perspectiva de género en el aula., This work is based on the need to implement, from the early stages of education, didactic proposals that promote the development of reflective and critical thinking and the analysis of the cultural manifestations of their community from the principles of social justice and equality. Thus, this study presents the results of an educational experience of heritage education from a gender perspective developed in the 4-year level of the second cycle of Early Childhood Education in a compensatory education centre in the province of Almeria. Through the use of different instruments for collecting information, such as a semi-structured group interview and free drawing by the students, we have tried to find out the conceptual and emotional change of the students in relation to flamenco and the gender stereotypes and roles present in this cultural phenomenon before and after the development of different activities as a first approach to the subject. In order to analyse the information, a qualitative category system has been used, giving as first results that students have ingrained sexist ideas from an early age, finding slight but significant changes towards the deconstruction of stereotypes and gender roles if heritage is worked on from a gender perspective in the classroom., Esta publicación es parte del proyecto de I+D+i “Patrimonios controversiales para la formación ecosocial de la ciudadanía. Una investigación de educación patrimonial en la enseñanza reglada (EPITEC2)”, referencia PID2020-116662GB-100, financiado por MCIN/AEI/10.13039/501100011033 y se enmarca en el Centro de Investigación en Pensamiento Contemporáneo e Innovación para el Desarrollo Social (COIDESO) de la Universidad de Huelva y en la RED-14: Red de Investigación en Enseñanza de las Ciencias Sociales, referencia RED2018/102336/T, financiada por MCIN/AEI/10.13039/501100011033. *Beneficiaria de la ayuda FPI PRE2021-097822, financiada por MCIN/AEI/10.13039/501100011033 y por el FSE+. **Beneficiario de la ayuda FPU20/01886, financiada por el Ministerio de Universidades.

Agradecimientos. Los autores desean agradecer el trabajo generoso de recogida de datos realizado por las maestras de educación infantil (Raquel, Isabel, Espe, Mª José, Carmen, Rus, Verónica, María, Emi, Aída y Charo) y el del alumnado participante. El estudio ha sido parcialmente realizado gracias a las ayudas del plan propio UCLM, de financia-ción de actividades de investigación, cofinanciadas por FEDER, concedida al grupo de investigación Botánica, Etnobiología y Educación (Ref: 2021-GRIN-30982) Este trabajo busca identificar qué conocimientos sobre los virus se generaron de modo informal durante la pandemia del SARS-CoV-2 entre los escolares de educación infantil. Para ello, se analizan las respuestas de una entrevista estructurada llevada a cabo por las tutoras en las aulas y los dibujos realizados por el alumnado. Los participantes fueron 241 escolares de las aulas de infantil de 3 a 5 años. Los resultados apuntan a que la pandemia ha favorecido un conocimiento más realista sobre los virus, aunque ligado a uno concreto, el coronavirus. Los virus son situados mayoritariamente en el medio exterior y entendidos como agentes dañinos. Por último, los medios de comunicación destacan como principal fuente de información. This paper seeks to identify what knowledge about viruses was generated informally during the SARS-CoV-2 pandemic among pre-school children. To this end, we analyzed the responses to a structured interview conducted by the tutors in the classrooms, and drawings made by the pupils. The participants were 241 children from early childhood education in 3- to 5-year-old classrooms. The results suggest that the pandemic has favored a more realistic knowledge of viruses, although linked to one specific virus, the coronavirus. Viruses are mostly located in the external environment and understood as harmful agents. Finally, the mass media stand out as the main source of information.

International audience; Early literacy and numeracy skills are developed during early childhood. Among the many factors that influence the development of such skills, the literature shows that the executive functions, especially the response inhibition (RI)—that is the capability to block out or to tune out what can be considered irrelevant information or action to the learning task—is one of the most essential functions. There are specific tests used to appraise these children's inhibition skills, but these tests are generally time-consuming, and demand specialized human resources.We present a computational approach to model children's RI behaviour through the analysis of educational traces left in an educational app. This modelling allows the automatic and instant identification of the RI level of children without the need of a human-conducted test.Our modelling is based on two definitions of RI found in the literature, from which we derived a mathematical formalism of three variables we used to query the traces dataset and isolate the RI behaviour of each student from the learning traces generated in the app. The sample population is composed of children from diverse socioeconomic backgrounds. The model is then assessed by comparing it to a traditional human-conducted RI test suitable for kindergarten children, the Head-Toes-Knees-Shoulder (HTKS) task.The results show that our RI model can explain an important part of the HTKS variance (up to 0.45 according to the adjusted R2) when taking the HTKS results as a dependent variable for a multiple regression model. In practice, our model can be integrated in a learning app and become a powerful tool for instant preliminary identification of dysfunctional RI behaviour, especially in the early stages of children's education. Once students are identified by our model as having a dysfunctional RI behaviour, teachers can rapidly act to help them. Besides, the proposed model requires only very simple data to work, which means it can be easily integrated into different learning apps.

This article seeks to contribute to an early childhood specific conceptualisation of physics education. The article is a collaboration between a researcher in science education and two preschool teachers and revolves around the teachers’ work with 2–4 year old children. Grounded in a posthumanist understanding of the world, we focus on physics learning that emerge in children’s intra-actions with material. In our analysis, we first use ‘physics verbs’ to identify everyday intra-actions where physical phenomena act as ‘playmates’. For instance, the verbs climbing and clinging point at intra-actions where gravity and counterforce act as playmates. Next, we seek to identify signs of children’s physics learning within these intra-actions. Our findings suggest that emergent physics learning can be inferred from changing levels of trust in child-matter intra-actions. For example, children may move from distrustfully clinging onto a railing, towards trustingly pushing and pulling the railing to climb higher. The article provides pioneering conceptual support for researchers and teachers who seek to identify non-verbal signs of physics learning in the everyday life of early childhood settings.

En esta investigación se describe una historia de vida sobre una docente que desarrolla su profesión en tres etapas educativas: Educación Infantil, Formación Profesional y Universidad. El objetivo principal de este estudio es conocer y analizar el crecimiento profesional de la participante a lo largo de sus cuarenta y tres años de experiencia. Se ha empleado la entrevista en profundidad, la cual ha transcurrido en diferentes momentos para comprender el relato de vida de la docente participante. Los resultados muestran las razones por la cuáles la participante decidió ser maestra, los momentos en los que decidió acceder a otros contextos educativos profesionales y las diferentes dificultades que tuvo para su logro. También se describen las intensas relaciones establecidas con cado uno de los miembros en las distintas comunidades educativas en las que desarrolló su profesión, dando especialmente importancia a la atención a la diversidad en la Educación. De este relato de vida se concluye que el contexto educativo no es estable, razón por la cual es fundamental que los docentes tengan una formación y un aprendizaje continuo y diverso que dé respuesta a los cambios que se producen en la educación. Este relato de vida evidencia los diversos factores que influyen la construcción de la identidad profesional docente. This research describes the life story of a teacher who works in three educational stages: Early Childhood Education, Vocational Training and University Education. The main objective of this study is to understand and analyse the professional growth of the participant throughout her forty-three years of experience. An in-depth interview was used, which took place at different times to understand the participant’s life story. The results show the reasons why the participant decided to become a teacher. The moments in which she decided to develop into other professional educational contexts and the different difficulties she had in achieving this. The interview dived deeper into the intense relationships established with each of the members of the different educational communities; including how she established her profession and giving special importance to the attention to diversity in education. From this life story it can be concluded that the educational context is not stable. Which is why it is essential for teachers to have continuous, diverse training and learning that responds to changes in education. This life story of a teacher shows the various factors that influence the construction of teacher identity.

Makale, WOS:000959740900001, The significant technological advances observed in the 21st century and resulting sociological changes require social adaptation. These changes created an essential role for the teachers to instruct the changing qualifications. The present study aimed to determine the profile of preschool teachers in Turkey. Thus, this research was designed as a descriptive study. The study group included 652 teachers. Most of the teachers participating in the research were female participants. Most of the teachers are graduates of pre-school education. However, there are also teachers who have graduated from child development and other fields. The "Turkish Preschool Education Student Profile Questionnaire" developed by Erkan et al. (2001) was adapted by the authors to research the teacher profile. When the findings were examined, it was found that 86% of the teachers participated in educational activities, and these educational activities generally participated in in-service trainings, scientific conferences and cultural events belonging to the ministry; they usually participate in these activities whenever they have the opportunity; the reasons for participating in educational activities are usually due to the lack of time and family situations; It has been determined that the hobbies of teachers are reading books, music, movies, theater and social media. In addition, it was determined that most of the teachers willingly chose pre-school education, as the reason for this, they generally showed that they love children and love to teach. Teachers stated that they volunteered to be a preschool teacher and that they love and care about children. The findings are discussed in the light of the relevant literature. Then recommendations are given., 21. yüzyıl ile ortaya çıkan muazzam teknolojik değişim ve buna bağlı olarak gelişen sosyolojik değişim, toplumların bu süreci yaratmasını ve buna uyum sağlamasını zorunlu kılmıştır. Bu süreçte yaşanan değişimin bir sonucu olarak öğretmenler, değişen niteliklerin topluma aktarılmasında önemli bir role sahiptir. Bu araştırma, Türkiye'de çalışmakta olan okul öncesi öğretmenlerinin profilini belirlemeyi amaçlamıştır. Bu amaçla bu araştırma, betimsel araştırma ile desenlendirilmiştir. Çalışma grubu 652 öğretmenden oluşmaktadır. Araştırmaya katılan öğretmenlerin çoğunu kadın katılımcılar oluşturmuştur. Öğretmenlerin çoğu okul öncesi eğitimi mezunudur. Bununla birlikte çocuk gelişimi ve diğer alanlardan mezun olan öğretmenler de mevcuttur. Erkan ve diğerleri tarafından 2001 yılında geliştirilen “Türkiye'de Okul Öncesi Eğitim Öğrenci Profiline Ait Anket” araştırmacılar tarafından uyarlanarak öğretmen profili için uygun hale getirilmiştir. Bulgular incelendiğinde öğretmenlerin %86’sının eğitsel aktivitelere katıldığı, bu eğitsel aktivitelerin genellikle bakanlığa ait hizmet içi eğitimler, bilimsel konferanslar ve kültürel etkinlikler olduğu; bu etkinliklere genellikle fırsat bulduklarında katıldıkları; eğitsel etkinliklere katılma nedenlerinin genellikle zaman bulma sıkıntısı ve ailesel durumlardan kaynaklı olduğu; öğretmenlerin hobilerinin kitap okuma, müzik, film, tiyatro ve sosyal medya şeklinde sıralandığı belirlenmiştir. Ayrıca öğretmenlerin birçoğu isteyerek okul öncesi eğitimi seçtiğini, bunun nedeni olarak da genellikle çocukları ve öğretmeyi sevmelerini belirtmiştir. Öğretmenler, okul öncesi öğretmenliğini isteyerek yaptıklarını, çocukları sevdiklerini ve önemsediklerini belirtmişlerdir. Bulgular ilgili alanyazın ışığında tartışılmıştır. Ardından önerilere yer verilmiştir.

[Resumen] El juego es primordial en la infancia especialmente para trabajar contenidos vinculados a la Educación Física. En la actualidad existen múltiples tipos de juego para realizar con los niños de 3 a 6 años en las clases de Educación Física o psicomotricidad. El objetivo de este estudio es conocer qué tipos de juegos emplean en las sesiones de Educación Física el profesorado de Educación Infantil. Se ha realizado una entrevista semiestructurada a un total de 9 docentes de Educación Infantil de diferentes centros educativos distribuidos por España. Los resultados obtenidos indican que los maestros y maestras de Educación Infantil utilizan principalmente el juego dirigido en las clases de Educación Física/Psicomotricidad frente al juego libre. A su vez, optan más por el juego cooperativo frente al competitivo. Con relación a los juegos de expresión corporal prefieren utilizar la música y el baile y en menor medida los juegos de imitación. Son pocos quienes optan por la dramatización o el clown y ninguno nombra los juegos de narrativa corporal creativa. Algún docente alude la falta de formación en expresión corporal. No se ha constatado el trabajo de algunos tipos de juegos, como los juegos acuáticos, juegos en la naturaleza o juegos vinculados a habilidades de deslizamiento como patinar, monopatín, bicicleta o triciclo. Se concluye, que pese a existir múltiples tipos de juegos, el profesorado de Educación Infantil opta por dar preferencia a unos frente a otros, sospechando que las barreras materiales o de infraestructuras existentes en los centros educativos pueden ser un motivo de la preferencia de un tipo de juego sobre otros. Además de la ausencia de formación, pudiendo justificar la no realización de algunos juegos en el aula. [Abstract] The game is essential in childhood, especially to work on content related to Physical Education. At present there are multiple types of games to play with children from 3 to 6 years old in Physical Education or psychomotor classes. The objective of this study is to find out what types of games are used in Physical Education sessions by Early Childhood Education teachers. A semi-structured interview has been carried out with a total of 9 Early Childhood Education teachers from different educational centers throughout Spain. The results obtained indicate that Early Childhood Education teachers mainly use directed play in Physical Education/Psychomotricity classes as opposed to free play. In turn, they opt more for the cooperative game instead of the competitive one. Regarding body expression games, they prefer to use music and dance and imitation games to a lesser extent. There are few who opt for dramatization or the clown and none name creative body narrative games. Some teachers allude to the lack of training in body language. The work of some types of games, such as water games, games in nature or games linked to sliding skills such as skating, skateboarding, cycling or tricycling, has not been verified. It is concluded that despite the existence of multiple types of games, Early Childhood Education teachers choose to give preference to some over others, suspecting that the material or infrastructure barriers existing in educational centers may be a reason for the preference of one type. game over others. In addition to the lack of training, being able to justify the non-playing of some games in the classroom.

El Digital Storytelling (DST) es una estrategia digital que tiene un carácter de multiformato, que permite potenciar habilidades narrativas en los estudiantes de diferentes niveles educativos. Se realizó una investigación con el objetivo central de comprobar la mejora de la competencia narrativa después de una experiencia educativa con el uso de un software Sumac Willaquy (Cuento bonito), que permite aplicar la estrategia de DST. El estudio es de enfoque cuantitativo y de tipo preexperimental. Participaron 70 niños de 5 y 6 años de un centro infantil de Perú distribuidos en tres grupos experimentales bajo dos modalidades de intervención en 2D y 3D. Se adaptó un instrumento sobre competencia narrativa infantil para adecuarlo a las características de los niños de cinco años del contexto peruano. Los resultados indicaron que en la medición del postest, los niños obtuvieron mejores puntuaciones en la competencia narrativa con el uso de la versión 3D más que en la versión 2D. En tal sentido se concluye que el DST es más efectivo en su versión de realidad aumentada. Digital Storytelling (DST) is a digital strategy that has a multiformat character, which allows enhancing narrative skills in students of different educational levels. A research was conducted with the main objective of verifying the improvement of narrative competence after an educational experience with the use of Sumac Willaquy software (Cuento bonito), which allows the application of the DST strategy. The study is quantitative and pre-experimental. Seventy 5-and 6-year-old children from a Peruvian children's center participated, distributed in three experimental groups under two intervention modalities in 2D and 3D. An instrument on children's narrative competence was adapted to suit the characteristics of five-year-old children in the Peruvian context. The results indicated that in the posttest measurement, the children obtained better scores in narrative competence with the use of the 3D version than with the 2D version. In this sense, it is concluded that the DST is more effective in its augmented reality version. Universidad Nacional de San Agustín de Arequipa, UNSA N°IBA-CS-08-2020-UNSA

Resumen (Objetivo) En este estudio se han analizado las tareas matemáticas sobre patrones que diseñan futuros profesores y futuras profesoras de Educación Infantil y Primaria de Chile durante su proceso de formación universitaria. (Metodología) Se ha diseñado un estudio cualitativo de carácter exploratorio-descriptivo y, a partir de la técnica de análisis de contenido, se han analizado tres categorías de las tareas matemáticas diseñadas, a saber: el contexto, la demanda cognitiva y las habilidades para hacer patrones. En el estudio han participado 40 docentes en formación y la recolección de datos se ha realizado en una clase regular de su plan de estudios, donde los futuros profesores y las futuras profesoras plantean tareas matemáticas para promover la enseñanza de patrones de acuerdo con los objetivos que propone el currículo escolar chileno de Educación Infantil y Primaria. (Resultados) Los resultados obtenidos muestran una variedad de tareas matemáticas para enseñar patrones, predominando en Educación Infantil una enseñanza en el contexto informal y en Educación Primaria una enseñanza en contexto formal. Por otra parte, la mayoría de las tareas matemáticas atienden a un bajo nivel de demanda cognitiva y se centran principalmente en tareas que movilizan la habilidad de extender un patrón, es decir, se focalizan en ampliar una secuencia. (Conclusiones) Se concluye que las tareas diseñadas por el futuro profesorado carecen de profundización para abordar a cabalidad el estudio de los patrones en los años iniciales. Por tanto, es necesario ofrecer al profesorado experiencias formativas que permitan progresar en el diseño de tareas matemáticas que promuevan el proceso de generalización a través de la exploración de patrones repetitivos y numéricos. Abstract (Objective) This study analyzes mathematical tasks related to patterns designed by prospective Chilean Early Childhood and Primary Education teachers during their university training process. (Methodology) An exploratory-descriptive qualitative study was designed and, using the content analysis technique, three categories of the mathematical tasks designed were analyzed, namely: context, cognitive demand and patterning skills. Forty prospective teachers participated in the study. Data collection was carried out in a regular class of their program of study, in which prospective teachers propose mathematical tasks to promote the teaching of patterns in accordance with the objectives set forth for the Chilean school curriculum for Early Childhood and Primary Education. (Results) The results obtained include a variety of mathematical tasks for teaching patterns, primarily for teaching in an informal context in Early Childhood Education, and in a formal context in Primary Education. On the other hand, these mathematical tasks have a low level of cognitive demand and are mainly focused on tasks that require extending a sequence. (Conclusions) It is concluded that the tasks designed by prospective teachers lack the depth necessary to fully address the study of patterns in the early years of the educational process. It is necessary to provide teachers with training experiences that assist them to design mathematical tasks that better promote the process of generalization through the exploration of repetitive and numerical patterns. Resumo (Objetivo) Neste estudo, foram analisadas as tarefas matemáticas sobre padrões desenhados por futuros professores da Educação Infantil e do Ensino Fundamental no Chile durante o processo de formação universitária. (Metodologia) Foi desenhado um estudo qualitativo de natureza exploratória-descritiva e, com base na técnica de análise de conteúdo, foram analisadas três categorias das tarefas matemáticas projetadas, ou seja: o contexto, a demanda cognitiva e as habilidades para fazer padrões. O estudo envolveu 40 professores estagiários e a coleta de dados foi realizada em uma aula regular de seu currículo, onde futuros professores apresentam tarefas matemáticas para promover o ensino de padrões de acordo com os objetivos propostos pelo currículo escolar chileno da Educação Infantil e do Ensino Fundamental. (Resultados) Os resultados obtidos mostram uma variedade de tarefas matemáticas para ensinar padrões, predominando, na Educação Infantil, um ensino no contexto informal e, no Ensino Fundamental, um ensino no contexto formal. Por outro lado, a maioria das tarefas matemáticas atende a um baixo nível de demanda cognitiva e se concentram principalmente em tarefas que mobilizam a capacidade de estender um padrão, ou seja, enfocadas em estender uma sequência. (Conclusões) Conclui-se que as tarefas projetadas pelo futuro corpo docente carecem de consolidação para abordar plenamente o estudo dos padrões nos anos iniciais. Portanto, é necessário oferecer aos professores experiências de formação que permitam o progresso na concepção de tarefas matemáticas que promovam o processo de generalização através da exploração de padrões repetitivos e numéricos.

En este artículo se realiza un estudio sobre los distintos libros empleados en las aulas de 0 a 6 años en España con el objetivo de conocer el tipo de texto narrativo más empleado según el curso escolar, el tipo de centro (público, privado o concertado) y la percepción de utilidad de la formación académica del profesorado. La investigación se ha llevado a cabo a través un estudio cualitativo asociativo a partir de una encuesta online a 111 docentes en activo. Los principales resultados muestran que el profesorado percibe, en general, que la formación académica ha influido a la hora de manejar determinados tipos de cuentos como los relatos clásicos. Además, este trabajo evidencia que la formación académica sobre Literatura Infantil y Juvenil (LIJ) necesita ser reforzada dentro de los distintos planes de estudio. Artikulu honetan Espainian 0 eta 6 urte bitarteko ikasgeletan erabiltzen diren hainbat liburu aztertu dira, gehien erabiltzen diren narrazio testuak zein diren jakiteko. Horretarako, irizpide hauek erabili dira: eskolako ikasmailak, ikastetxe mota (publikoa, pribatua, kontzertatua), eta irakasleei prestakuntza akademikoa erabilgarria iruditzen zaien edo ez kontuan hartuta. Ikerketa azterketa kualitatibo baten bidez egin da, jardunean dauden 111 irakasleri egindako online galdetegi batetik abiatuta. Emaitza nagusiek diote irakasleek, oro har, uste dutela prestakuntza akademikoak eragina izan duela zenbait ipuin motarekin lan egitean, hala nola ipuin klasikoekin. Gainera, lan honek agerian jartzen du Haur eta Gazte Literaturari (HGL) buruzko prestakuntza akademikoa indartu egin behar dela. The aim of this article is to carried out a study about the different tales that are used in classrooms from 0 to 6 years old in Spain. The objective was to know the type of narrative text which are used according to the academic year, the type of centre (public, private, or subsided), and the perception of the usefulness of the academic education of teachers. The research has been developed through a qualitative associative study based on an online survey of 111 teachers. The main results show how teachers generally perceive that their academic education has influenced the use of certain types of tales such as classic stories. On the other hand, the specific education that teachers have about Children’s and Youth Literature needs to be reinforced within the different study plans.

This study investigated the concept, role and potential of intergenerational learning (IGL) as a pedagogical strategy in five Irish early childhood education (ECE) services, through exploring the perspectives on IGL of educators (5), children (70) and their parents (43). Informed by socio-cultural theories of learning and aligned to key principles of IGL, a qualitative methodological approach was adopted. Data was gathered using semi-structured interviews with educators, ‘draw and talk’ strategies with children and informal written feedback with parents. Key findings demonstrated that children’s happiness, socio-emotional competences and executive functions, all key elements of successful learning and living, were strongly supported through IGL, reinforcing its potential as a relational pedagogy (Papatheodorou, T., and J. Moyles. 2009. Learning Together in the Early Years: Exploring Relational Pedagogy. London: Routledge.). Additionally, IGL created rich opportunities for children’s participation and contribution as citizens in communities, underscoring the potential of IGL as a strong and transformative pedagogical strategy (Sánchez, M., J. Sáez, P. Díaz, and M. Campillo. 2018. “Intergenerational Education in Spanish Primary Schools: Making the Policy Case.” Journal of Intergenerational Relationships 16 (1-2): 166–183.) for Irish ECE services.

The workforce in early childhood education and care (ECEC) is highly gender-segregated with a majority of women. Gender-sensitive professionalization is regarded a way to recruit more men, but there is a call for more empirical research into perspectives that combines bodily aspects of gender, professionalization and men`s career choices. Applying the notion of embodied intersectionality, this article analyses narrative data from Nordic men with varying experience with formal ECEC education and work. It explores how embodied and intersectional experiences of ECEC work and professionalism emerge in the narratives and how embodied and intersectional experiences link to the men’s choices of entering, staying, or leaving ECEC. Such experiences appear in the narratives related to entry to and exit from formal ECEC education to parental cooperation and to professional play practices. The findings are discussed in relation to the professionalization of ECEC, professional exclusionary and inclusionary mechanisms and debates about ECEC professionalization. Men’s career choices in early childhood education and care–an embodied intersectionality perspective

How has the return of face-to-face care in Recife’s nursery and preschool occurred throughout COVID-19’s Public Calamity? The literature on coordination and management at federative entities (Union, Federal District, States and Municipalities) and intersectoral collaboration involving Basic Education points to a political behavior in which Governors and Mayors have, throughout this health crisis, determined the gradual return of face-to-face activities in day care centers and preschools, to the detriment of the high rate of COVID-19 cases. This article is dedicated to the qualitative analysis of the executive decree of the Municipality of Recife, through a case study, on the suspension and the return to presential activities, with the purpose of understanding how such exceptional circumstances of sanitary calamity influenced the decision-making-s strategy of that municipality concerning the activities in the first stage of education. It was concluded that such exceptional circumstance influenced the legislative trajectory applied by the municipality and the State of Pernambuco and, regarding the suspension and gradual return to the face-to-face activities, the decision taken by the authority was political, not technical. Como ocorreu o retorno ao atendimento presencial nas creches e pré-escolas do Recife no contexto do Estado de Calamidade Pública de Importância Internacional provocado pelo novo Coronavírus (COVID-19)? A literatura sobre coordenação e gestão dos níveis federativos (União, Distrito Federal, Estados e Municípios) e de colaboração intersetorial envolvendo Educação Básica aponta para um comportamento político, no qual Governadores e Prefeitos têm, ao longo dessa crise sanitária, determinado o retorno gradual das atividades presenciais em creches e pré-escolas, em detrimento da alta taxa de casos de COVID-19. Este artigo pretende analisar qualitativamente, através de estudo de caso, os decretos expedidos pelo município de Recife sobre a suspensão e retomada das atividades presenciais, a fim de compreender como a circunstância excepcional de calamidade pública afetou a estratégia delas referente à volta das atividades na primeira etapa educacional em tal município. Conclui-se que tal expediente de crise sanitária influenciou a trajetória legislativa na esfera Municipal e Estadual de Pernambuco e que, na cidade recifense, a decisão sobre o retorno gradual às atividades presenciais foi política, e não técnica.

Este artigo propõe a análise de performances narrativas de crianças pequenas produzidas na oficina lúdica “Caixinha de guardar o tempo”, realizada presencialmente em dezembro de 2021, em quatro instituições públicas de Educação Infantil localizadas em regiões periféricas do Distrito Federal.Estabelece-se um diálogo entre saberes da Teoria Histórico-Cultural, dos Estudos Sociais da Infância e dos Estudos da Performance como aporte teórico, para discutir a potência da contação de histórias por crianças pequenas na escola da infância, em uma perspectiva de partilha dialógica. O percurso metodológico foi trilhado a partir da etnografia performativa com práticas artístico-pedagógicas de mediação de leitura e contação de histórias, abrindo espaço e tempo para a criação e materialização das performances narrativas das crianças pequenas, com a gravação em áudio, transcrição e produção da obra Crianças Narradoras. Destaca-se a compreensão das formas singulares como crianças pequenas criam e (re)criam, com autoria, as histórias narradas em contextos educativos, que se evidenciam como prática performativa de produção de culturas na infância. In this article, I propose the analysis of narrative performances by children in early childhood made in the playful workshop Caixinha de guardar o tempo (Little box to keep the time), held in person in December of 2021, in four public institutions of Early Childhood Education located in the outskirts of Distrito Federal. I establish a dialogue between knowledge of Cultural-Historical Theory, Childhood Social Studies and Performance Studies as a theoretical basis, to discuss the power of storytelling by children in preschool, in a shared dialogical perspective. The methodology is based on performative ethnography with artistic-pedagogic actions, such as reading mediation and storytelling, allowing space and time for creation and materialization of children’ narrative performances, with audio recording, transcription and production of the book Crianças Narradoras (Children Narrators). I highlight the understanding of singular ways that children create and (re)create, with authorship, the narrated stories in educational contexts, which are evidenced as performative practices of cultures production in childhood. En este artículo propongo el análisis de performances narrativas de niños pequeños producidas en el taller lúdico Caixinha de guardar o tempo, realizado de manera presencial en diciembre de 2021, en cuatro instituciones públicas de Educación Infantil ubicadas en regiones periféricas del Distrito Federal. Establezco un diálogo entre saberes de Teoría Histórico-Cultural, Estudios Sociales de la Infancia y Estudios de Performance como aporte teórico, para discutir el poder de la narración de niños pequeños en la escuela infantil, en una perspectiva de compartir dialógica. El curso metodológico se basó en la etnografía performativa con prácticas artístico-pedagógicas de mediación de lectura y narración, abriendo espacio y tiempo para la creación y materialización de performances narrativas por parte de niños pequeños, con grabación de audio, transcripción y producción de la obra Crianças Narradoras. Destaco la comprensión de los modos singulares en que los niños pequeños crean y (re)crean, con autoría, los cuentos narrados en contextos educativos, que se evidencian como una práctica performativa de producción de culturas en la infancia.

Learning outcomes The aim of this study is to make students understand the significance of strategy formulation and the impact of internal and external factors on the strategy adopted by the firm. Upon the completion of this case study, the students will be able to achieve the following: • map out relevant macro-environment strategical factors of an organization; • assessing organizations industry and competitive environment; • outline strategic group maps to assess positions of key competitors; • develop issues priority matrices; • testing competitive power of resources; and • identifying an organizations internal strengths and external threats. Case overview/synopsis Across the globe, the COVID-19 pandemic left few organizations untouched and many entrepreneurs fighting to stay afloat. Here we look at the survival dilemma faced by the founder of Little Birds Kindergarten, in Doha, Qatar. Founded by a local Qatari businesswoman, the kindergarten offered a British-style curriculum and an Early Years Foundation Stage structure; with her profound passion for technology, the founder (here called Fatma) has always believed that integrating technology into a child’s early learning opens the door to limitless opportunities and potential. Therefore, she ensured that the kindergarten consistently invested in advanced educational technology and the accompanying software. Yet, while the reputation of Little Birds Kindergarten stayed high, the COVID-19 pandemic stunted the growth in enrolments. Fatma stopped paying herself a salary and even drew on her own savings to keep the kindergarten going but it still did not earn enough to compensate for her initial investment. So, despite her passionate concern for the kindergarten, she worried about being unable to keep it afloat for much longer. The purpose of this case study is to shed light on the strategic posture, performance and market position of one kindergarten. From there, it surveys the opportunities in the education industry that are unique to student enrolment and highlights what a kindergarten can do to develop a survival strategy. Complexity academic level The case is suitable for teaching basic and advanced courses at the undergraduate and post-graduate levels. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy.

Pandemi sürecinde üniversitelerin öğretmen yetiştiren kurumlarında öğretmenlik uygulamalarının nasıl yürütüleceği konusunda belirsizlikler yaşanmış ve pek çok ülkede olduğu gibi ülkemizde de 2020-2021 akademik yılında bu derslerin teorik ve uygulama boyutları çevrim içi formatta gerçekleştirilmiştir. Bu araştırmada okul öncesi öğretmen adaylarının deneyimlerine dayalı olarak uzaktan öğretmenlik uygulaması sürecinin niteliğini etkileyen faktörlerin ortaya çıkarılması amaçlanmıştır. Araştırmanın katılımcılarını 2020-2021 akademik yılında bir devlet üniversitesinin okul öncesi öğretmenliği programında öğrenim gören ve pandemi nedeniyle öğretmenlik Uygulaması I ve II derslerini uzaktan eğitimle tamamlayan 11 öğretmen adayı oluşturmaktadır. Temel nitel araştırma olarak tasarlanan bu çalışmada veriler yapılandırılmış görüşme formu ile toplanmış ve tümevarımsal yöntem ile analiz edilmiştir. Öğretmen adayları ile yapılan görüşmeler sonucunda uzaktan eğitim ile gerçekleştiren öğretmenlik uygulaması sürecinin niteliğini pek çok faktörün etkilediği belirlenmiştir. Bu faktörlerden “öğretim elemanı ve uygulama öğretmeni rehberliği”, “uygulama öğretim elemanı ve uygulama öğretmeni ile etkileşim”, “partnerli çalışma”, “iki dönem aynı sınıfta öğretmenlik uygulamasını yürütme”, “ders materyallerine erişim” faktörlerinin sürecin niteliğini olumlu yönde etkileyen ve öğretmen adayları tarafından “kolaylaştırıcı” olarak deneyimlenen; “teknolojik yetersizlikler”, “çocuklarla ilişkilerde ve değerlendirmede sınırlılık”, “çevrimiçi sınıf yönetimi”, “aile müdahalesi” faktörlerinin ise sürecin niteliğini olumsuz yönde etkileyen ve öğretmen adayları tarafından “zorlaştırıcı” olarak deneyimlenen faktörler oldukları tespit edilmiştir., During the COVID-19 pandemic uncertainties about how to implement and evaluate teaching practicums have been faced by the teacher training institutions. Due to some constraints imposed by the pandemic, teaching practicum courses, transitioned to an online format in the 2020-2021 academic year in Turkey, similarly to many other countries. Within the scope of this research, it is aimed to identify the factors affecting the nature of the education process based on the experiences of preschool preservice teachers in a remote teaching practicum. The participants of this study comprised 11 preservice teachers who were enrolled in preschool teacher training program of a public university, and completed the theoretical and applied parts of the “Teaching Practicum I” and “Teaching Practicum II” courses via distance education in the 2020-2021 academic year due to the COVID-19 pandemic, including the relevant training practices in the scope of these courses. Basic qualitative research methodology guided this study. Data were collected via a structured interview protocol and analyzed using an inductive approach. As a result of interviews with the participating preservice teachers, it was determined that many factors affected the quality of this teaching practicum process carried out via distance education. Among these factors, “guidance of the mentor teacher and university supervisor,” “interactions with mentor teacher and university supervisor,” “paired peer placement,” “being a trainee teacher in the same class for two semesters,” and “access to course/learning materials” were factors that positively affected the quality of the process and were experienced as “facilitating” factors by the preservice teachers. On the other hand, “lack of technological resources,” “limitations in relationships with children and assessment,” “online classroom management,” and “family intervention” were factors that negatively affected the quality of the process and were experienced as “hindering” factors by the preservice teachers.

Early literacy learning is crucial for later success in reading and writing. We have a limited understanding of generative writing (i.e., expressing ideas in writing) in first grade and further research is warranted. The socially situated nature of writing justifies a study of student agency during writing. In this study, data were collected before, during, and after 10 writing sessions in a first-grade classroom. Students took a pre- and post-survey that revealed their self-perceptions of their agency and confidence as literacy learners. The participating teacher was interviewed three times and the teacher’s talk was recorded during all 45- to 60- minute writing sessions. Pictures and observational notes of students’ writing and actions were taken during the writing sessions. Data were analyzed through the calculation of students’ survey scores and frequency counts of teacher discourse. In addition, multiple read-throughs of the data sources led to the development of several descriptive categories and the identification of key themes. Results showed that opportunities for students to choose and exercise agency arose when the teacher asked open-ended questions and gave encouragement to students that prompted them to act. When students’ made choices about what and how they wrote, they seemed empowered and to grow as individual writers.

This study examines the parents’ perspectives on the adaptability and suitability of distance education for preschool children, distance education experiences at earlier ages and child-parent interaction during the COVID-19 pandemic. As for the data collection tool, the study used the questionnaire titled The perceptions of Parents regarding their Preschool Children’s Adaptation to the Pandemic and Distance Education Practices during COVID-19 Crisis. A total of 146 parents replied to the questionnaire, which consists of three parts and 49 items. This descriptive study was conducted through quantitative data analysis. The results of the study showed that parents believe distance education practices are not efficient enough regarding improvement in children’s learning processes and development areas. In addition, they believe that, despite the presence of various activities, the contribution of distance education to their children’s development is quite limited when compared to face-to-face education in old normal. Also, parents opine that increasing amount of screen watching time, insufficient interaction and communication in distance education trigger some behavioral and emotional reactions in children. The findings highlight the re-examination of the functionality of distance education approaches and implementations in early childhood and the determination of their content and target audience intently., Bu çalışma, COVID-19 pandemi döneminde çocuğu okul öncesi eğitim kurumuna devam eden ebeveynlerin uzaktan eğitim deneyimlerine, uzaktan eğitimin okul öncesi dönem çocukları için uygulanabilirliği ile uygunluğuna ve çocuk-ebeveyn etkileşimi konularına ilişkin bakış açılarını incelemektedir. Araştırmada, COVID-19 Sürecinde Okul Öncesi Dönem Çocuklarının Pandemi ve Uzaktan Eğitim Sürecine Adaptasyonuna İlişkin Ebeveyn Görüşleri anketi kullanılmıştır. Bu anket, üç bölümden, 49 maddeden oluşmuştur ve 146 veli tarafından doldurulmuştur. Betimsel nitelikteki bu araştırma, nicel veri analizi yapılarak desteklenmiştir. Araştırma sonuçlarına göre ailelerin çoğu, uzaktan eğitim süreçlerinin çocukların öğrenme süreçleri ve gelişimleri açısından yeterince verimli olmadığını düşünmektedirler. Aileler aynı zamanda yüz yüze eğitimin yerini alan uzaktan eğitimde, farklı türde etkinlikler yapılmasına rağmen bunların çocuklara katkısının eski normale kıyasla sınırlı düzeyde olduğunu düşünmektedirler. Ek olarak, ekran zamanının zorunlu olarak artmasının ve uzaktan eğitimde etkileşimin ve iletişimin yeterli düzeyde olmamasının çocukta birtakım davranışsal ve duygusal tepkilere neden olduğunu da düşünmektedirler. Eski normalde dahi okul öncesi eğitime erişim oranının düşük olduğu ülkemizde, uzaktan eğitim uygulamalarının fırsat eşitliğini daha da bozduğu aileler tarafından belirtilmiştir. Bu çalışmanın, erken çocukluk döneminde uzaktan eğitim yaklaşımlarının işlevselliğinin ve etkililiğinin gözden geçirilmesinde, içerik ve hedef kitlesinin belirlenmesinde katkısı olacağı düşünülmektedir.

This study aims to analyze the effect of managerial and supervisory abilities on the performance of satuan PAUD sejenis managers. The population in this study were all managers of satuan PAUD sejeniss throughout the city of Pekanbaru, amounting to 35 people, with a total sampling technique of sampling. This research method uses a descriptive and correlational analysis approach with research analysis tools, namely multiple linear regression. The results showed that partially: (1) managerial ability affects the performance of managers of satuan PAUD sejeniss in Pekanbaru City. From the significance of the t test, (2) Supervision has an effect on the performance of satuan PAUD sejenis Managers in Pekanbaru City. The two variables have an influence on the performance of satuan PAUD sejenis managers in Pekanbaru city with F count (66,812) F table (2,911) with Sig. (0.000) 0.05

Okul öncesi dönem çocuklarının erken düşünme becerileri ile bağımsız öğrenem davranışları arasındaki ilişkiyi incelemek amacıyla yapılan bu araştırma nicel araştırma desenlerinden yordayıcı korelasyonel araştırma deseninde tasarlanmıştır. Türkiye geneli 2019-2020 eğitim öğretim yılında okul öncesi eğitimine devam eden 48-71 aylık 322 çocuk araştırmanın çalışma grubunu oluşturmaktadır. Araştırmada veri toplama aracı olarak Erken Düşünme Becerileri Ölçeği ve Bağımsız Öğrenme Davranışları Ölçeği(3-5) kullanılmıştır. Araştırma grubunun betimsel istatistik sonuçları incelenmiş ve değişkenler arasındaki ilişkiyi belirlemek amacıyla Pearson Momentler Çarpımı Korelasyonu analizi yapılmıştır. Ek olarak erken düşünme becerileri ölçeğinin alt boyutlarının ve cinsiyetin çocukların bağımsız öğrenme davranışlarını yordayıp yordamadığını belirlemek amacıyla hiyerarşik regresyon analizi yapılmıştır. Araştırmanın sonucunda, eleştirel düşünme, yaratıcı düşünme ve problem çözme karar verme becerileri ile bağımsız öğrenme davranışları arasında yüksek düzeyde ve pozitif yönde anlamlı ilişkinin olduğu görülmektedir. Başka bir deyişle eleştirel düşünme, yaratıcı düşünme ve problem çözme-karar verme becerileri arttıkça, bağımsız öğrenme davranışları da arttığı sonucuna ulaşılmıştır. Ek olarak kız ve erkek çocukların eleştirel düşünme, yaratıcı düşünme ve problem çözme-karar verme becerilerinin bağımsız öğrenme davranışları üzerinde erkek çocukların lehine anlamlı farklılık gösterdiği bulgusuna ulaşılmıştır., This research, which was conducted to examine the relationship between preschool children's early thinking skills and independent learning behaviors, was designed in a predictive correlational research design, one of the quantitative research designs. The study group of the study consists of 322 children aged 48-71 months who continue their pre-school education in the 2019-2020 academic year in Turkey. Early Thinking Skills Scale and Independent Learning Behaviors Scale (3-5) were used as data collection tools in the study. The descriptive statistics results of the research group were examined and Pearson Product-Moment Correlation analysis was performed to determine the relationship between the variables. In addition, hierarchical regression analysis was conducted to determine whether the sub-dimensions of the early thinking skills scale and gender predict children's independent learning behaviors. As a result of the research, it is seen that there is a high level and positive significant relationship between critical thinking, creative thinking and problem solving decision making skills and independent learning behaviors. In other words, as critical thinking, creative thinking and problem solving-decision making skills increase, independent learning behaviors also increase. In addition, it was found that the critical thinking, creative thinking and problem solving-decision-making skills of girls and boys differed significantly in favor of boys on independent learning behaviors.

Clinical relevance Physical activity is an essential part of childhood physical and mental development. Recent research identified visual problems associated with a sedentary lifestyle in children in Ireland. Background This study explored the association between visual function in children and their engagement with physical activities outside school. Methods Participants were 1,626 schoolchildren (728 aged 6–7 years, 898 old 12–13 years) in randomly selected schools in Ireland. Before data collection, parents/legal guardians of participants completed a standardised questionnaire reporting physical activity as no activity (mostly on screens), light activity (occasional walking/cycling), moderate activity (/week engaged in sports), or regular activity (>3hrs/week been involved in sports). Measurements included logMAR monocular visual acuities (with spectacles and pinhole), in the distance (3 m) and near (40 cm), stereoacuity (TNO stereo-test), cover test, and cycloplegic autorefraction (1% cyclopentolate). Results Controlling for confounders (socioeconomic disadvantage and non-White ethnicity), linear regression analysis revealed presenting distance visual acuity, near visual acuity, and stereoacuity were significantly better amongst participants who reported regular physical activity rather than moderate light or no activity in both 6–7-year-old and 12–13-year-old participants. Absence of clinically-significant refractive error (>−0.50D

This study aims to contribute knowledge about obstacles and opportunities for pedagogical continuity in science across early childhood education. We use activity theory to analyse individual interviews and group meetings with teachers from preschool (age 1–5), preschool class (age 6) and grade 1–3 (age 7–9) in three Swedish school units. The teachers’ descriptions of their science teaching indicate both obstacles and opportunities for pedagogical continuity. For example, all teachers want to establish an interest in, and foster a caring attitude to nature, a similarity that facilitates continuity. However, some crucial differences indicate obstacles. There is a shift concerning ownership; from following children’s initiatives in preschool in bodily and play based experiences towards an emphasis on pre-planned content, verbal knowledge and written documentation in grade 1–3. Our findings also suggest that teachers lack knowledge about each other's teaching and curricula. Hence, the conditions for pedagogical continuity largely rest upon what children share in the science class. We argue that there is need for an in-depth exchange of experiences, regarding content, teaching methods and frame factors, between teachers from different school forms.

RESUMO O presente artigo discute a formação de professores de educação infantil em dois municípios paranaenses no âmbito da formação inicial e continuada no espaço da escola. Considera os princípios de Célestin Freinet (livre expressão, cooperação, trabalho, texto livre e tateio experimental), especificamente a relevância da experimentação para o processo de formação de professores. Pretende-se apresentar subsídios teóricos e práticos ao relatar duas experiências realizadas e as contribuições de Freinet para formar professores em uma perspectiva humanizadora. ABSTRACT This paper discusses the training of early childhood education teachers in two cities of Paraná state, Brazil, in the scope of initial and continuing education in the school space. It considers Célestin Freinet’s principles (free expression, cooperation, work, free text, and experimental groping), particularly the relevance of experimentation to the teacher training process. It is intended to present theoretical and practical support through two experiences and Freinet’s contributions to train teachers in a humanizing perspective.

[EN] Various teaching guidelines are described and exemplified to introduce early mathematical modelling in Early Childhood Education, thus promoting teaching based on thinking and doing rather than memorising definitions and procedures. To this end, the article is structured in three parts: in the first part, several key ideas for early mathematical modelling are described; in the second part, guidelines for the design, implementation and evaluation of early mathematical modelling activities in Early Childhood Education are described; and finally, in the third part, an example of an early mathematical modelling activity implemented with a group of 21 5-year-old children is shown. It is concluded that the implementation of modelling activities throughout schooling can help students to make sense of mathematics, as well as to become aware of its diversity of applications in the real world., [ES] Se describen y ejemplifican diversas orientaciones didácticas para introducir la modelización matemática temprana en Educación Infantil y, así, promover una enseñanza basada en pensar y hacer, más que memorizar definiciones y procedimientos. Con esta finalidad, el artículo se estructura en tres partes: en la primera parte, se describen diversas ideas clave para el profesorado de infantil en torno a la modelización matemática; en la segunda parte, se describen orientaciones para el diseño, implementación y evaluación de actividades de modelización matemática temprana en infantil; y, finalmente, en la tercera parte se muestra un ejemplo de actividad de modelización matemática temprana implementada con un grupo de 21 niños de 5 años. Se concluye que la realización de actividades de modelización a lo largo de la escolaridad puede contribuir a que el alumnado dé sentido a las matemáticas, además de tomar conciencia de su diversidad de aplicaciones en el mundo real.

In this study, we explored early childhood education pre-service teachers’ (ECEPTs’) understanding and pedagogical application of education for sustainability (EfS) by critically analyzing EfS implementation during ECEPTs’ practicum. The study examined the challenges and critical aspects of EfS practices in the practicum, and the relationships among mentor teachers, academic mentors, and ECEPTs. A multiple case study methodology was employed involving two purposefully distinct universities with 14 participant students across the two university case study sites. Initially, 22 practicum activity plans for each ECEPT were examined via content analysis; then, the students were individually interviewed about the plans and their implications. Subsequent analysis indicated negligible differences between the two universities’ student activity plans regarding quality (aspects of EfS) and quantity (frequency of EfS activities). The students self-reflected about their EfS understandings and implementation. Additionally, they remarked that academic mentors’ and mentor teachers’ stances influenced them either positively or negatively during their workplace-based learning. They also pointed to the absence of a whole-institution approach, not only at the practicum school but also at the university level.

The network of early intervention (EI) for families with children who are deaf or hard of hearing (D/HH) consists of multiple professionals that partner with parents. As part of a community collaborative initiative, diverse perspectives were gathered via online surveys as part of a state-wide needs assessment to evaluate the landscape of EI in Ohio. The qualitative and quantitative feedback were analyzed in light of the Joint Committee on Infant Hearing’s (2007) goals and the 2013 early intervention supplement to those goals. Care coordination and equitable access emerged as top priorities across all three stakeholder groups queried (audiologists, EI providers, and parents). Through a theory of change framework, these results offer a pathway to strengthening EI in order to promote the well-being of families and children who are D/HH.

Obesity in the United States continues to be a public health issue that is directly related to cardiovascular disease, diabetes, and some cancers. Eating enough fruits and vegetables daily can lead to healthier diets thus lowering the risks of obesity. According to the Centers for Disease Control (CDC), 35.2% of adults in Michigan are obese or overweight, and specifically 40.2% of adults in Genesee County, 41.7% in Saginaw County, 37.5% in Shiawassee County, and 38.3% in Lapeer County, all present higher rates than Michigan’s’ overall rate. According to National Survey of Children’s Health 12.7% of 2–5-year-olds, 20.7% of 6–11-year-olds, and 22.2% of 12–19-year-olds are obese nationally . Parents and caregivers who serve and eat fruits and vegetables with their children tend to have a positive impact on their dietary quality with healthier food choices. This intervention is aimed at children, parents, and teachers in pre-schools in Flint, Michigan in the zip codes 48505, 48506 and 48529 to promote knowledge, positive attitudes towards, and consumption of fruit and vegetables. The targeted community has a low consumption rate of fruits and vegetables due to low availability or accessibility, lack of knowledge of preparation, or due to costs. This intervention is multi-level because it includes children, teachers/childcare providers and parents participating together for a goal of more fruit and vegetable intakes. A horticulturist will teach the teachers/providers gardening skills as well as make visits during the growing season with the children. Children’s lessons are age-appropriate and intended to be delivered over a 6-week period that include gardening skills, fruit and vegetable education and experiments, farmer’s market visits, and use 6 different preschool-aged picture books/activities each week. The strategies for the providers/teachers are to teach the children in their care about the importance of eating fruits and vegetables, where they come from by growing a garden, cooking and exploring what parts we eat and activities related to healthy behaviors. The strategies for the teachers are professional development workshops so that they feel comfortable about teaching the lessons. Parent strategies are to use what the children learn and incorporate it into their home activities and menus. Activities for parents will be available on the website, blog, weekly Zoom meeting lead by teachers/providers, and parent classroom newsletters. This intervention is unique as it uses preschool-level fruit and vegetable subject books as a basis for each weekly lesson. All the activities in the lessons are centered around the topic of the selected book for that lesson with the expectation that they will promote positive attitudes towards and increase the intake of fruits and vegetables. In addition the inclusion of parent weekly Zoom meetings to educate parents about what their child is learning at childcare so they can either duplicate or enhance it at home. The design is a pre-post one group quasi-experimental mix-methods design. A mixture of quantitative close-ended and qualitative open-ended questions will be asked of parents and staff. As part of the process evaluation, parents and staff will be asked open- and close-ended questions on how they recommend improving the program. As part of the outcome evaluation, parents and staff will be asked questions to understand how their knowledge of and attitudes towards the use of fruit and vegetables changed. Children will be asked simple Yes/No questions on how they enjoyed the activities (process evaluation) and how they enjoy growing and consuming fruit and vegetables (outcome evaluation). By having a multi-level intervention, the intention is that knowledge and behaviors learned through the intervention will be more sustainable over time.

Çalışmanın amacı, Motor Skills Rating Scale’in (MSRS), Türk örnekleme uyarlanarak geçerlik güvenirlik çalışmasının yapılmasıdır. Uzmanların ölçeğin kapsamına ilişkin değerlendirmeleri neticesinde Türkçe’ye Okuma Yönelik Motor Becerileri Değerlendirme Ölçeği (OYMBD) olarak çevrilmiştir. Çalışma, nicel araştırma türlerinden tarama modelindedir. Örneklemini Aksaray ili merkez ve merkeze bağlı köylerde yer alan ilkokulların birinci sınıfına devam eden 66-84 aylık 368 çocuk oluşturmaktadır. Veriler, Kişisel Bilgi Formu, OYMBD Ölçeği ve Öğrenmeyi Desteklemede Gelişimsel Göstergeler_4 değerlendirme araçları ile öğretmenlerin çocukların karnelerine verdikleri notların temin edilmesi yoluyla toplanmıştır. Faktör analizleri sonucunda OYMBD’ nin İnce Motor ve Beden Farkındalığı olmak üzere iki boyutlu bir yapı gösterdiği ve toplam 16 maddeden oluştuğu belirlenmiştir. Geçerlik ve güvenirlik analizleri ölçeğin Türk örnekleminde geçerli ve güvenilir olduğunu göstermiştir. Elde edilen sonuçlar doğrultusunda öneriler sunulmuştur., This study aims to adapt Motor Skills Rating Scale to Turkish by doing reliability and validity studies. Taking into consideration of field experts' views on content of the scale, it was translated into Turkish as the Literacy-Oriented Motor Skills Rating Scale. One of the quantitative research methods, the descriptive survey model was preferred for this study. The sample of the study is 368 primary school 1 st -grade children whose ages differ between 66 and 84 months. Personal Information Form, Motor Skills Rating Scale, Developmental Indicators for Assessment of Learning, 4, and children's school reports were used as data collection tools. Factor analyses were run to present the construct validity of the scale. Analyses showed that the Turkish version of MSRS has two factors (Fine Motor and Body Awareness) and sixteen items. Validity and reliability analyses of the scale showed that it is a valid and reliable scale to assess Turkish children's literacyoriented motor skills. Lastly, suggestions were presented according to the results.

This paper shares a multilayered retrospective story of an international exhibit curated for the Climate Action Childhood Network Colloquium as part of a commitment among exhibit curators to reveal the complexities of unpalatable climate futures. In the format of a tasting menu, we offer a sampling of the exhibit installations as a menu of potential alterpolitics in the making. Facing intensifying inequitable climate presents and futures, our intention is that this invitation might create openings for the intersection of local and global concerns. We gesture toward collective but tentative responses for thinking climate action pedagogies through the metaphor of a troubling meal.

This article examines how state prekindergarten (PreK) leaders in the United States believe their gender, race, and the status of the field influenced their work experiences. Qualitative methods were used to collect data from 10 state PreK leaders through two semistructured interviews. Leaders worked in different states and the majority identified as female (80%) and White/non-Hispanic (60%). Analysis of the data revealed the status of PreK and the ECE field as “less than” in comparison with the kindergarten through twelfth grade (K–12) education system affected the work of all participating PreK leaders. White female leaders experienced a double bind due to their gender and the status of the field, leading them to conform to gender and social role stereotypes to avoid backlash. BIPOC PreK leaders experienced various instances of gendered racism and for one female BIPOC leader this resulted in a triple bind, as the intersections of the field’s status and her race and gender presented additional challenges. While leaders tried to navigate these different binds successfully, there were unintentional consequences: Male leaders enjoyed privilege that further marginalized female PreK leaders; White female leaders’ decisions to conform with stereotypes reinforced the status of ECE; and a BIPOC female leader replicated challenges for BIPOC individuals in an effort to protect herself. For the ECE field to advance its equity goals and increase its professional standing, state ECE leaders need specific training to address their implicit biases, strengthen their own professional ECE identities, and advocate for a unified ECE profession across auspices.

Melaksanakan pendidikan berperspektif gender pada anak usia dini diperlukan perencanaan sebagai langkah awal untuk memberikan arah yang tepat dalam pelaksanaan proses pembelajaran di PAUD. Penelitian ini merupakan penelitian deskriptif dengan menggunakan pendekatan kuantitatif. Populasi penelitian ini mencakup TK se-kecamatan Marpoyan Damai. Adapun sampel penelitian ini berjumlah 30 guru TK yang diambil dengan teknik purposive sampling. Hasil penelitian ini menunjukkan bahwa penyusunan kurikulum berperspektif gender pada pendidikan anak usia dini dapat dipersentasekan 48, 83 % dengan kategori tidak baik, dan pelaksanaan kurikulum berperspektif gender pada pendidikan anak usia dini dapat dipersentasekan 60,17 % dengan kategori baik. Dengan kata lain meskipun dalam penyusunan kurikulum belum menunjukkan perspektif gender, namun dalam pelaksanaan pembelajaran di pendidikan anak usia dini sudah berjalan baik. Sehingga selanjutnya guru di PAUD Marpoyan Damai harus menyesuaikan antara kurikulum yang disusun, dengan kegiatan pembelajaran yang dilakukan.

En una sociedad cada vez más diversa e intercultural es fundamental que las escuelas fomenten que el alumnado sea capaz de entender el punto de vista de las otras personas, de manera que el concepto de “otros” pueda convertirse en un “nosotros”, y para ello la educación artística es un espacio idóneo gracias a su capacidad de construir imaginarios y maneras de ver el mundo, a la vez que interrogarnos sobre las propias concepciones y prejuicios. En la presente investigación se ha analizado el enfoque de la educación artística en los currículums de educación infantil de diez países iberoamericanos para detectar y valorar si es contemplada desde una orientación transformadora, entendiendo como tal aquella que genera la posibilidad de reflexión sobre diferentes cosmovisiones, así como sobre la iden-tidad individual y colectiva para generar prácticas sociales más igualitarias. Con este objetivo se ha realizado un análisis de contenido de las diez propuestas curriculares objeto de estudio, utilizando el software Nvivo. Siguiendo la literatura se han dividido los objetivos de la educación artística en cuatro categorías: académicos, expresivos, disciplinares-comunicativos y transformadores. Posteriormente se han triangulado los resultados a través de 25 entrevistas a personas expertas en la disciplina de los diversos países. Los resultados indican que la educación artística de los currículums analizados se justi-fica mayoritariamente con un modelo disciplinar-comunicativo, a pesar de que todos incluyen algunos aspectos puntuales para una educación artística transformadora. Se detectan tres aspectos a mejorar de cara al futuro: potenciar el enfoque transformador en las artes, que frecuentemente se sitúa en otras áreas vinculadas con el medio; mejorar la concreción de los elementos artísticos transformadores en las competencias y resultados de aprendizaje, dado que suelen desaparecer en este nivel y, finalmente, las entrevistadas señalan la necesidad de reforzar la educación artística en la formación inicial docente y el proceso de implementación curricular. In an increasingly diverse and intercultural society, it is essential that schools encourage students to be able to understand the point of view of other people, so that the concept of “others” can become a “we”, and for this purpose art education is an ideal space thanks to its ability to build imaginaries and ways of seeing the world, while at the same time questioning our own conceptions and prejudices. This research has analyzed the approach to arts education in the curricula of early childhood education in ten Latin American countries in order to detect and assess whether they contemplate it from a transfor-mative orientation, understood as one that generates a space for reflection on different worldviews, as well as individual and collective identity to generate more egalitarian social practices. For this purpose, a content analysis of the ten curricular proposals under study was carried out using Nvivo software. Following the literature, the objectives of arts education were divided into four categories: academic, expressive, disciplinary-communicative and transformative. Subsequently, the results were triangulated through 25 interviews with experts in the discipline from different countries. The results indicate that arts education in the curricula analyzed is mostly justified by a communicative-disciplinary model, although all of them include some specific aspects for a transformative arts education. Three aspects to improve for the future are detected: to strengthen the transformative approach in the arts, which is frequently located in other areas linked to knowledge of the natural and social context; to improve the concretion of the transformative artistic elements in the competencies and learning outcomes, given that they fre-quently disappear at this level and, finally, the interviewees point out the need to reinforce arts educa-tion in teacher training and the process of curricular implementation.

This paper will analyze teaching proposals related to working with literature in Early Childhood Education, in the context of remote education, experienced during the physical absence imposed on students and teachers by the Covid-19 pandemic. We will identify how such proposals were developed, the possibilities and boundaries of online mediation for children between 12 months and six years old. Literature, in its written skill, and present in a very special way in the books that support the practices described and analyzed in this paper, is understood as art and, therefore, as a structuring element in the shaping of subjectivities. Working with literature from an early age requires knowledge about the structure of bibliographic collections, selection criteria for works and proper mediations, which are key elements for the training process of young readers. The practices outlined in this paper highlights the quality of children's literature books, which is consolidated into the graphic design, choice and dealings with the theme, verbal text and images. The strategies for children's mediation, interaction and training, developed in collaboration with families, will be also highlighted by the online guidelines made available during the period of physical distancing. It is concluded that the teaching proposals analyzed in this article acknowledge and respect the potential of babies and other young children by reinforcing the literary, aesthetic and ethical aspects present in the works — through planning, mediations and interactions established between children and adults. En este artículo se analizarán propuestas didácticas relacionadas con el trabajo de literatura con niños de Educación Infantil, en el contexto de la educación a distancia, vivida durante el distanciamiento físico impuesto por la pandemia del Covid-19. Identificaremos cómo se desarrollaron estas propuestas, las posibilidades y los límites de la mediación a distancia con niños y niñas menores de seis años. La literatura, en su expresión escrita y, de manera muy especial, presente en los libros que sustentan las prácticas aquí descritas y analizadas, es entendida como arte y, por tanto, como elemento estructurante en la formación de subjetividades. El trabajo con la literatura, desde edades tempranas, requiere conocimientos sobre la composición de colecciones bibliográficas, sobre criterios de selección de obras y sobre mediaciones adecuadas, elementos fundamentales para el proceso de formación del lector infantil. A través de las prácticas relatadas, se destaca la calidad de los libros de literatura infantil, consolidada en el diseño gráfico, en la elección y tratamiento del tema, en el texto verbal y en las imágenes. Las estrategias de mediación, interacción y formación de los niños, desarrolladas en colaboración con las familias, también se destacarán a través de las pautas disponibles en línea durante el período de distanciamiento físico. Se concluye que las propuestas pedagógicas analizadas en este artículo reconocen y respetan las potencialidades de los niños pequeños al reforzar, a través de la planificación, las mediaciones y las interacciones que se establecen entre niños y adultos, aspectos literarios, estéticos y éticos presentes en las obras. Neste artigo, serão analisadas propostas didáticas relacionadas ao trabalho com literatura junto a crianças da Educação Infantil, no contexto da educação remota, vivenciadas durante o afastamento físico imposto pela pandemia de Covid-19. Identificaremos o modo como essas propostas foram desenvolvidas, as possibilidades e os limites da mediação a distância com as crianças entre um e seis anos de idade. A literatura, em sua expressão escrita e, de maneira muito especial, presente nos livros que sustentam as práticas aqui descritas e analisadas é compreendida como arte e, portanto, como elemento estruturante na formação das subjetividades. O trabalho com literatura, desde as primeiras idades, exige conhecimentos sobre composição de acervos bibliográficos, sobre critérios de seleção de obras e sobre mediações adequadas, elementos fundamentais para o processo de formação do pequeno leitor. Por meio das práticas relatadas, destaca-se a qualidade dos livros de literatura infantil, consolidada no projeto gráfico, na escolha e no tratamento da temática, no texto verbal e nas imagens. As estratégias de mediação, de interação e de formação das crianças, desenvolvidas em colaboração com as famílias, também serão evidenciadas por meio das orientações disponibilizadas, de modo on-line, no período de distanciamento físico. Concluiu-se que as propostas pedagógicas analisadas neste artigo reconhecem e respeitam o potencial das crianças ao reforçarem, por meio do planejamento, das mediações e das interações estabelecidas entre crianças e adultos, aspectos literários, estéticos e éticos presentes nas obras.

Early childhood education is the stage in which the training process occurs in children from birth to the age of six, it seeks physical, affective, social, and intellectual development, incorporates guidelines for coexistence, based on respect to differences, development of affective capacities, and democratic values that facilitate social interaction. The research that supports this article aims to understand in depth the pedagogical, epistemic, didactic, neuropedagogical, and autodidactic strategies that reorient the teacher's action in the processes of educability and teachability in the area of social sciences and early childhood education. It is approached from an action research - reflection, directed from a comprehensive interpretive method with a bibliographic design. The result is that social thought is enhanced and developed from a pedagogical and didactic praxis pertinent to the nature, essence, and context of the child. It reaches the conclusion of de-instrumentalizing the processes of educability and teachability and placing the human being at the center of the educational process as a multidimensional situated being, that is, a bio-psycho-neurocultural being. La educación infantil es la etapa en que se da el proceso de formación en niños (as) desde el nacimiento hasta la edad de los seis años, busca el desarrollo físico, afectivo, social e intelectual, incorpora pautas de convivencia, sustentadas en el respeto a las diferencias, desarrollo de capacidades afectivas y valores democráticos que faciliten la interacción social. La investigación que fundamenta este artículo, tiene como objetivo comprender a profundidad las estrategias de orden pedagógicas, epistémicas, didácticas, neuropedagógicas y neurodidácticas reorientadoras de la acción del docente en los procesos de educabilidad y enseñabilidad en el área de ciencias sociales y la educación infantil. Se aborda desde una investigación acción – reflexión, direccionada desde un método interpretativo comprensivo con un diseño bibliográfico. Obtiene como resultado que el pensamiento social se potencia y desarrolla desde una praxis pedagógica y didáctica pertinente a la naturaleza, esencia y contexto del niño (a). Llega a la conclusión de desistrumentalizar los procesos de educabilidad y enseñabilidad y poner como centro del proceso educativo al ser humano como un ser situado multidimensional, es decir un ser biopsicosocioneurocultural. A educação infantil é a etapa em que ocorre o processo de formação das crianças desde o nascimento até os seis anos de idade, busca o desenvolvimento físico, afetivo, social e intelectual, incorpora diretrizes para a convivência, pautada no respeito às diferenças, no desenvolvimento das capacidades afetivas e democráticas. valores que facilitam a interação social. A pesquisa que sustenta este artigo visa compreender em profundidade as estratégias pedagógicas, epistêmicas, didáticas, neuropedagógicas e neurodidáticas que reorientam a ação do professor nos processos de educabilidade e ensinabilidade na área das ciências sociais e educação infantil. Aborda-se a partir de uma pesquisa - reflexão, direcionada a partir de um método interpretativo compreensivo com desenho bibliográfico. O resultado é que o pensamento social é potencializado e desenvolvido a partir de uma práxis pedagógica e didática pertinente à natureza, essência e contexto da criança. Chega-se à conclusão de desinstrumentalizar os processos de educabilidade e ensinabilidade e colocar o ser humano no centro do processo educativo como um ser multidimensional situado, ou seja, um ser biopsiconeurocultural.

RESUMEN: Se analiza cómo la situación creada por la covid-19, el confinamiento y la suspensión de la docencia presencial, afectó al alumnado de educación infantil. Se presenta un estudio de caso de un aula de 16 niños y niñas de tres años. A través de asambleas virtuales que combinaron conversaciones con la elaboración de dibujos se recoge su voz, mostrando en el análisis sus preferencias en la vida cotidiana durante el confinamiento y su estado emocional, los aprendizajes que dicen haber adquirido, así como los deseos de futuro ante la vuelta a su rutina diaria. Los resultados, no solo muestran la capacidad de adaptación infantil, sino también cómo llegan a identificar aspectos positivos derivados del confinamiento que inferimos como demandas de la infancia ante la vuelta a su vida diaria. ABSTRACT: It analyzes how the situation created by COVID-19 the confinement and the face-to-face teaching suspension affected the Early Childhood Education pupils. A case study of a classroom of 16 threeyear-old boys and girls is presented. Through virtual assemblies that combine conversations with the elaboration of drawings, their voice is collected, showing in the analysis their preferences in daily life during the confinement and their emotional state are presented, the learning that they say they have acquired during this period, as well as their wishes for the future to return to their daily routine. The results not only show the child?s ability to adapt themselves.

Resumen En este artículo se presenta el análisis de las representaciones estadísticas, tabular y gráfica, en libros de texto de Educación Infantil y Educación Básica (1° y 2°) de Chile y México, que corresponden a cuatro series completas de distintas editoriales, dos por país. Para ello, mediante análisis de contenido, se analizan las actividades de aprendizaje vinculadas al estudio de la estadística, identificando el tipo de representación involucrada, la tarea que se solicita al niño, el nivel de lectura promovido, el nivel de complejidad semiótica y el contexto de la situación de la actividad de aprendizaje. Los resultados muestran la necesidad de repensar las actividades de los libros de texto que se centran en las representaciones estadísticas, de manera que permitan enriquecer la enseñanza de la estadística en estas edades, a través de la experimentación in situ del proceso de recolección y exploración de datos vinculado al ciclo de investigación estadística. Abstract This article presents the analysis of statistical representations, tabular and graphical, in textbooks for Pre-school and Basic Education (1st and 2nd grades) in Chile and Mexico, which correspond to four complete series from different publishers, two per country. For this purpose, by means of content analysis, the learning activities linked to the study of statistics are analyzed, identifying the type of representation involved, the task requested of the child, the level of reading promoted, the level of semiotic complexity, and the context of the learning activity situation. The results show the need to rethink textbook activities that focus on statistical representations, so as to enrich the teaching of statistics at these ages, through in situ experimentation of the data collection process and exploration linked to the statistical investigation cycle.

Education for sustainable development is one of the key components of the 2030 Agenda. Previous research emphasizes the importance of access to education as early as possible in accordance with the goals and contents of sustainable development. It is assumed that educational policies have incorporated education for sustainable development (ESD) into key documents regulating the early childhood education (ECE), although the existence of legislation is not a guarantee that the practice follows the educational policy. Preschool teachers are key persons who can integrate content that promotes and encourages acceptance of the concept of sustainability into the ECE setting. In order to determine ECE teachers' understanding of the concept of sustainability and contents that promote a sustainable lifestyle, an empirical study with a qualitative approach was conducted, where 91 ECE teachers from Bosnia and Herzegovina, Croatia and Slovenia participated. The participants presented their views on the socio-cultural, economic and environmental dimensions of sustainability, as well as gave many practical examples that, in their view, promote a sustainable lifestyle. They evaluated the efficacy of the researched segments of sustainability as well. Deductive content analysis was used for the analysis of the ECE teachers' answers. In order to get a real image of sustainability in ECE practices, responses were coded using the SOLO Taxonomy and the OMEP ESD Rating Scale. The empirical study showed that ECE teachers often understand sustainability differently from that described in educational policy documents but also pointed to creative approaches to implementation.L'éducation au développement durable est l'un des éléments clés de l'Agenda 2030. Des recherches antérieures soulignent l'importance d'un accès à l'éducation le plus tôt possible conformément aux objectifs et contenus du développement durable. On suppose que les politiques éducatives ont intégré l'éducation pour le développement durable (EDD) dans les documents clés réglementant l'éducation de la petite enfance (EPE), bien que l'existence d'une législation ne garantisse pas que la pratique suive la politique éducative. Les enseignants du préscolaire sont les personnes clés qui peuvent intégrer un contenu qui promeut et encourage l'acceptation du concept de durabilité dans le cadre de l'EPE. Afin de conforter la compréhension des enseignants de l'EPE du concept de durabilité et des contenus qui promeuvent un mode de vie durable, une étude empirique avec une approche qualitative a été menée, à laquelle ont participé 91 enseignants de l'EPE de Bosnie-Herzégovine, de Croatie et de Slovénie. Les participants ont présenté leurs points de vue sur les dimensions socioculturelles, économiques et environnementales de la durabilité, ainsi que de nombreux exemples pratiques qui, à leur avis, favorisent un mode de vie durable. Ils ont également évalué l'efficacité des volets étudiés de la durabilité. L'analyse de contenu déductive a été utilisée pour l'analyse des réponses des enseignants de l'EPE. Afin d'obtenir une image réelle de la durabilité dans les pratiques d'EPE, les réponses ont été codées à l'aide de la taxonomie SOLO et de l'échelle d'évaluation ESD de l'OMEP. L'étude empirique a montré que les enseignants de l'EPE comprennent souvent la durabilité différemment de celle décrite dans les documents de politique éducative, mais a également souligné des approches créatives de la mise en oeuvre.La educación para el desarrollo sostenible es uno de los componentes clave de la Agenda 2030. Investigaciones anteriores enfatizan la importancia del acceso a la educación lo antes posible de acuerdo con las metas y contenidos del desarrollo sostenible. Se supone que las políticas educativas han incorporado la educación para el desarrollo sostenible (EDS) en documentos clave que regulan la educación inicial (EPI), aunque la existencia de legislación no es garantía de que las prácticas sigan la política educativa. Los maestros de preescolar son personas clave que pueden integrar contenidos que promuevan y fomenten la aceptación del concepto de sostenibilidad en el entorno de ECE. Con el fin de determinar la comprensión de los docentes de ECE sobre el concepto de sostenibilidad y contenidos que promueven un estilo de vida sostenible, se realizó un estudio empírico con un enfoque cualitativo, donde participaron 91 docentes de ECE de Bosnia y Herzegovina, Croacia y Eslovenia. Los participantes presentaron sus perspectivas sobre las dimensiones socioculturales, económicas y ambientales de la sostenibilidad, y dieron muchos ejemplos prácticos que, desde su punto de vista, promueven un estilo de vida sostenible. También evaluaron la eficacia de las dimensiones de la sostenibilidad investigados. Para el análisis de las respuestas de los docentes de ECE se utilizó el análisis de contenido deductivo. Para obtener una imagen real de la sostenibilidad en las prácticas de ECE, las respuestas se codificaron utilizando la Taxonomía SOLO y la Escala de Calificación OMEP ESD. El estudio empírico mostró que los maestros de ECE a menudo entienden la sostenibilidad de manera diferente a la descrita en los documentos de política educativa, pero también señalaron enfoques creativos para la implementación.

Resumen En esta investigación se analiza la pertinencia didáctica de una trayectoria hipotética de aprendizaje diseñada para fomentar la aprehensión y razonamiento geométrico en aprendices de cuatro y cinco años cuando realizan tareas relacionadas con el concepto de cilindro. Para ello, se ha diseñado e implementado una trayectoria hipotética de aprendizaje en un aula de Educación Infantil con un total de diecinueve infantes. Posteriormente, se ha seleccionado una muestra de cuatro niñas y cuatro niños y se ha analizado su discurso, teniendo en cuenta como variables de análisis los tipos de aprehensión de Duval y las características de los niveles 1 y 2 de Van Hiele. Los resultados muestran que las niñas y niños desarrollan distintos itinerarios de aprendizaje, que varían, principalmente, entre la aprehensión perceptiva y discursiva y el nivel 1 y ciertas características del nivel 2 de Van Hiele, y que muestran flujos de evolución muy distintos, pero en todos los casos con una evolución favorable, por lo que se ratifica la pertinencia didáctica de la trayectoria hipotética de aprendizaje diseñada. Abstract This research analyses the didactical relevance of a hypothetical learning trajectory designed to encourage geometric understanding and reasoning in four- and five-year-old children in tasks related to the cylinder concept. To this end, a hypothetical learning trajectory has been designed and implemented in a classroom for Early Childhood Education with a total of nineteen children. Subsequently, a sample of four boys and four girls were selected and the answers given to the teacher were analysed, considering as analytical variables the types of understanding defined by Duval and the characteristics of levels 1 and 2 of Van Hiele. The results show that children develop different learning itineraries, which vary mainly between perceptive and discursive understanding and level 1 and certain characteristics of level 2 of Van Hiele, showing very different evolution flows, but in all cases with a favourable evolution, thus confirming the didactical relevance of the hypothetical learning trajectory designed.

La investigación que presentamos busca conocer las potencialidades educativas de la documentación pedagógica como herramienta para desarrollar el pensamiento práctico docente en la formación inicial de maestros y maestras de Educación Infantil. En primer lugar, y en el marco de las necesidades actuales de la formación inicial, nos detenemos en la definición de la imagen compleja del conocimiento práctico docente. Un sistema multidimensional y fundamentalmente inconsciente, con posibilidades de transformación a través de dos procesos clave: la teorización de la práctica y experimentación de la teoría. Movimientos que podemos desarrollar, entre otras estrategias didácticas, a través de la documentación pedagógica (herramienta originaria de las escuelas de Reggio Emilia, Italia). Para comprender los matices que implica su incorporación en la formación inicial de docentes, realizamos un estudio de caso con un grupo de 26 maestras y maestros en formación inicial en una institución de educación superior ecuatoriana. Entre los resultados obtenidos, podemos encontrar la importancia del diseño de una estructura metodológica y tutorial coherente que acompañe el proceso de documentar. Un diseño que, para provocar la transformación del conocimiento práctico, facilite un encuentro corporal, temporal, espacial y biográfico con una manera diferente de ser docente y de entrar en relación con la Teoría., The research that we present seeks to know the educational potentialities of pedagogical documentation as a tool to develop practical teacher thinking in Initial Early Childhood Education Teachers Training. In the first place, and within the framework of the current needs of Initial Training, we stop at the definition of the complex image of teachers’ practical knowledge. A multidimensional and fundamentally unconscious system that has the potential for transformation through two key processes: the theorization of the practice and experimentation of the theory that we can develop, among other didactic strategies, through pedagogical documentation (a tool originated in the schools of Reggio Emilia, Italy). To understand the nuances involved in incorporating this tool into Initial Teacher Training, we conducted a case study with a group of 26 pre-service teachers in an Ecuadorian higher education institution. Among the results obtained, we can find the importance of designing a coherent methodological and tutorial structure that accompanies the documenting process. A design that, to provoke the transformation of practical knowledge, facilitates a bodily, temporal, spatial and biographical encounter with a different way of being a teacher and of entering into a relationship with Theory., Ministerio de Universidades (Gobierno de España) FPU 17/03577