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Copyright of Revista de Lengua y Literatura Catalana, Gallega y Vasca is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The focus of this paper is on the influence of a sensorimotor handwriting programme on the emergent handwriting skills and motor proficiency of junior infant children attending DEIS and non-DEIS schools, and on the practice, knowledge and perceptions of their teachers in relation to sensorimotor development. The study incorporated a mixed methods approach with two phases of data collection. The first phase involved assessment of fine and gross motor skills of 178 children from three DEIS schools and three non-DEIS schools, using the standardised BOT-2 test (Bruininks & Bruininks, 2005). Assessment results provided the rationale for, and informed the adaptation and implementation of, a sensorimotor handwriting programme across the six participating schools. During phase two, the class teachers participated in a professional development initiative, following which they implemented the sensorimotor handwriting programme with the participating children over a 16-week period. Post-implementation of the programme, children were retested using the BOT-2, and semi-structured interviews were employed to gather information relating to changes in teachers' perceptions, knowledge and practice in relation to sensorimotor development and the sensorimotor handwriting programme. The key findings of this study revealed that children in the DEIS schools entered junior infants with lower motor proficiency than the children in non-DEIS schools, while post-implementation of the sensorimotor handwriting programme, there was no longer a statistically significant difference. What is clear from the participating teachers' responses is that they gained new knowledge and understanding in relation to sensorimotor development and emergent handwriting skills, and that the sensorimotor handwriting programme was positively received and regarded. All ten of the participating teachers reported that children's enjoyment and motivation in relation to handwriting increased. [ABSTRACT FROM AUTHOR]

This research sets out to respond to the fact that the initial and permanent professional training of Infant Education teachers is one of the least explored topics in the prolific field of teacher training. Our objective is to delve into the conceptions of these teachers about the initial and permanent pro fessional training they have received, and to explore how they assess the impact of these two types of training on their professional practice. To achieve this objective, we used a collective case-study methodology. The instrument was a semi-structured clinical interview that, through content analysis, made it possible to know and fully understand the particularities of each of the cases studied. In addition, we carried out another analysis to establish semantic networks between the established categories. This analysis allowed us to map out common points and dissensions between both categories. The results showed that teachers considered it was necessary to improve initial professional training because it was excessively theoretical and the need for permanent training to be conducted in the schools to facilitate conciliation and adapt it to each context. The Infant Education teachers who participated in our research were not very satisfied with the initial and permanent professional training they received because they considered it was not very practice-oriented. [ABSTRACT FROM AUTHOR]

Working with pupils on appropriate social- emotional education in schools will bring numerous benefits for human beings and for the society of the future (Monjas and González, 2000). The objective of this research is to verify to what extent the students who participate in the programme significantly improve their emotional and social competence. The method used was a quasi-experimental pre-test/posttest design with a non-equivalent control group. Statistical analysis was performed using IBM SPSS software (version 25.0) and the EXCEL spreadsheet (Microsoft Office 2019) and the non-parametric Wilcoxon and Mann Whitney test was used to see if there were statistically significant differences between the different groups. A total of 173 5-year-old pupils participated in the study, of which 89 were from the experimental group and 84 from the control group, all of them from Murcia (Spain). The experimental group was enrolled in the Annual Emotional Intelligence Programme (EMOTI1) (Hurtado and Salas, 2019), and the measuring instrument used was the questionnaire for students on social competence (Caruana and Tercero, 2011). The results showed that the children who participated in the study were less aggressive and showed greater social and communicative competence. After the programme, the pupils in the experimental group interact with each other in a more sociable way and better express their emotions; they develop less violent behaviour and better know how to resolve conflict situations, which has a very positive impact on their emotional and social development. [ABSTRACT FROM AUTHOR]

Copyright of Nodos y Nudos is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Several studies have analysed the impact of attending early childhood education centres on communication, regulatory skills and social-emotional development. These educational institutions have increased in presence annually, partially due to the access of women to the labour market. It has been found that infant education may modulate development in vulnerable contexts (typically associated with negative cognitive outcomes), although the results are contradictory. We presented a study that evaluated Latin American dyads of mothers–infants aged 18 to 24 months regarding the influence of infant education and social vulnerability on Executive Functions (EF) and Communication Skills (CS). To address these goals, toddlers completed several EF tasks and the Early Social Communication Scales. Parents completed the Socioeconomic Level Scale from INDEC. Results revealed that social vulnerability was associated with both EF and CS, daycare attendance was positively related to CS and finally, the contribution of daycare varied by SES on EF. These findings highlight the importance of considering infant education and socioeconomic status to generate equal opportunities from the first months of life. [ABSTRACT FROM AUTHOR]

The main objective of the study is to verify that the students who participated in the annual emotional intelligence program «1EMOTI» (Hurtado y Salas, 2019) significantly improve their emotional and social competence. The study involved 90 subjects, 45 early childhood Education students and 45 families participated in the study. The instruments used were the questionnaire directed at families of child empathy by Lawrence et al. (2004) and the questionnaire directed at students on social competence (Caruana and Tercero, 2011). Regarding the methodology, a quasi-experimental pre-test-post-test design was carried out with a nonequivalent control group. The results shows that, after applying the program, the children interact with each other in a more sociable way, expressing their feelings better. emotions, they develop less violent behaviors and are more empathetic, which has a very positive impact on their emotional and social development. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Behaviorism and constructivism continue to be the basis of current educational methodologies, despite being commonplace in the first decades of the twentieth century. In fact, one of the contemporary challenges of the educational system is based on strengthening constructivism in the classroom, which would allow students to become responsible for their educational process and build their knowledge. The aim of this paper will be to analyse which educational techniques are the most used among early childhood education teachers and on which methodological currents they are mostly based. It will also take into account whether the type of school in which teachers work and their years of experience affect the use of those techniques. To this end, an ad hoc questionnaire was sent to 117 active teachers. The results indicated that, although the use of punishments is lower, the level of use of reinforcements and constructivist resources (above all, the scaffolding, the spiral curriculum, and starting from the interest of the students) is high. Consequently, it is necessary to reflect on the effect of over-justification, together with continuing to promote constructivist models and resources

Diversity is a sine qua non condition of existence and it should not be only understood on a physical level but also as any difference between people. For this reason, diversity is perceived as the sum of normativity and otherness. The approach of diversity has become one of the aims of present-day schools, especially during Early Childhood Education because this is the period when the values of tolerance and respect are established. However, there are barriers to this inclusive paradigm. One of them comes from the visual culture of images because part of its productions includes a separatist, classist and anti-difference discourse. A concrete example lies in the Disney “classics”. This set of films exalts Western regulations, presenting them as the norm and, therefore, overshadowing otherness. To tackle this situation, the present mixed-method study focuses on the analysis of those films within the Disney classics which present a positive and inclusive treatment of alterity. These films, therefore, serve as a pedagogical resource for Early Education teaching staff. One of the most prominent sub-categories emerging from the analyzed films is the normality with which special needs and ethnicities different from the white Western one are presented. [ABSTRACT FROM AUTHOR]

In early childhood education, there is a great interdependence among motor, affective, and cognitive development. A better understanding of psychomotor development and its variables by pediatricians and those who oversee educational tasks at this stage of development, such as teachers, psychologists, counselors, and parents themselves, can influence the design of educational intervention proposals. To that effect, the present study aims to analyze the influence of some family characteristics such as the condition of being an only child or having siblings and whether the child carries out extracurricular activities linked to physical activities and sports. To achieve this objective, a Checklist of Psychomotor Activities (CPA) assessment instrument was used based on the observation of a sample of 694 children aged 5 years who were enrolled in the second cycle of child education in the province of Albacete. The results show that those children who performed extracurricular activities related to physical activities and sports had a greater development of laterality and postural tonic control than those who did not attend this type of activities. At the same time, differences were found in the affective and relational levels and in the perceptual-motor aspects in favor of children who have siblings compared with children who are only children. There is no other research that addresses both issues in the same study, and this is a strength of the present study.

Historically, punishment has been one of the most used techniques for school discipline. The main objective of this work is to make an analysis of the use of punishment in Basque schools, specifically in the infant or preschool stage. For this, a questionnaire was passed to 101 students of the Preschool Education degree asking them about the use of the punishment they had observed in their internship periods. The results revealed that both punishment and the threat of punishment are very common techniques in our schools, especially the "thinking corner". Likewise, the applied punishments did not follow a common methodological pattern, reflecting the lack of basis in the field of educational psychology of those who applied it. Finally, the educational implications of the results are discussed, both at the level of Early Childhood Education and for University Education.

Educational games are characteristic of the Decroly method. In fact, Decroly's first book for educators (1914) is dedicated to them. However, the generality of publications on this method do not pay attention to them: they are cited, but their use is not described. However, Decroly's games were influencing the teaching of mathematics in the first educational levels. This work aims to identify and characterise Decroly's games with mathematical content and to study a channel for their diffusion: the catalogues of school supplies published in Spain between 1920 and 1936. The collection at the Centre for Studies on Educational Memory (CEME) of the University of Murcia was used, and eleven catalogues of school material were analysed. In five of these catalogues Decroly's games are offered, all of them in the republican period (1931–1936). The commercial house that offered these games was studied. The catalogues offered games developed by different authors, making possible to characterise Decrolyan games: the use of elements that the child finds in his environment and the relationship with topics specific to the centres of interest are specific aspects of Decroly's games and show respect for the Decroly school motto, "the school for life, through life " [ABSTRACT FROM AUTHOR]

This text presents the record of the construction of a teacher training work in PARFOR that includes the initial and continuous training of teachers at theMultidisciplinary Institute of the Federal Rural University of Rio de Janeiro. The dialogue between the triad: curricular internship in teacher education, discourses and educational practices in Early Childhood Education and the place of reading and writing in teacher education allows us to inquire about the specificities of teaching experiences and their understanding about childhood. In addition, in the way of this problematization, the question is how the curricular internship enters the university pedagogical practice through a research-formation. Finally, the text causes us to think of photography as a formative and investigative potential, which unites art-life-knowledge.

The present paper aims to analyze the contributions of playing and games in rural childhood education in municipal schools located in the districts of Feira de Santana, State of Bahia. This work is based on empirical and bibliographic research. The theoretical references are based on the studies of the Coletivo de Autores (1992); Kishimoto (1993, 2007), in the juridical order (BRASIL, 1988, 1998) and in official documents such as: Policy of Guidelines and Bases of Education nº 9.394 / 96 (BRASIL 1996). The research reveals that playing and games are carried out primarily as a methodological strategy in Physical Education classes and teachers understand the importance of this content for the children´s integral development. [ABSTRACT FROM AUTHOR]

Behaviorism and constructivism continue to be the basis of current educational methodologies, despite being commonplace in the first decades of the twentieth century. In fact, one of the contemporary challenges of the educational system is based on strengthening constructivism in the classroom, which would allow students to become responsible for their educational process and build their knowledge. The aim of this paper will be to analyse which educational techniques are the most used among early childhood education teachers and on which methodological currents they are mostly based. It will also take into account whether the type of school in which teachers work and their years of experience affect the use of those techniques. To this end, an ad hoc questionnaire was sent to 117 active teachers. The results indicated that, although the use of punishments is lower, the level of use of reinforcements and constructivist resources (above all, the scaffolding, the spiral curriculum, and starting from the interest of the students) is high. Consequently, it is necessary to reflect on the effect of overjustification, together with continuing to promote constructivist models and resources. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Álabe is the property of Alabe and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the results of a research aimed to understand Specialized Educational Assistance in multifunctional resource rooms, during Early Childhood, located in Dourados / MS. Characterized as a Qualitative Case Study, the data collection included sessions of observation and application of two different questionnaires. A checklist was also used to check what materials were available for the service and the annotations of the field book that recorded the observations. The results pointed out lack of adequacy in materials offered to Specialized Educational Assistance of Infant Education and the need for more specialized teachers to carry out this service. We conclude that there is a need for greater investments in human resources, both for hiring and training. [ABSTRACT FROM AUTHOR]

In Spain, the teacher training for Early Childhood Education, has improved gradually according to the country requests and needs, along with the required regulations from the European Higher Education Area. This study is aimed at proposing an approach to the pedagogical training needs that teachers should get throughout their university years in order to improve their teaching skills in group rural centres. A SWOT analysis, of qualitative nature, was carried out through observation, interviews and document review. This analysis was done based on the teaching practices observed in 2017/2018 and 2018/2019 in eight units of two group rural centres and also on nine interviews conducted with different teachers. An analysis of the currently-in-force curriculum and of the educational plans and programmes for teacher training at Early Childhood Education was also accomplished. In the conclusions, opportunity areas that should be taken into account by a teacher training for Early Childhood Education in order to improve and enrich attention to student diversity. Furthermore, other elements have been defined such as a new subject proposal, innovative knowledge trends and a continuing education necessary to address the particularities of the educational contexts previously mentioned. [ABSTRACT FROM AUTHOR]

The goal of this work is to reflect our experience as teachers in a compulsory supervised training in Pedagogy course at Federal Fluminense University, which is a knowledge field that overcomes the instrumental traditional activity practice. Students face the interruption between theory/practice which is necessary as a formative area in educational studies and constructions in everyday school realities in Infant Education, where they live. We emphasize Japiassu with his uncertain pedagogy which breaks doctrines and absolute facts in the educational process, talk to Vigotsky and his emphasis in the meaning understandings and the existance meanings and also with Nóvoa about the teaching activity and the practices of reflexion. Authors and their thesis help us understand the teaching formation as an epistemological field. [ABSTRACT FROM AUTHOR]

Copyright of Matéria Prima is the property of Revista Meteria Prima and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main objective of this work is to make an analysis of the use of punishment in Basque schools, specifically in the infant or preschool stage. For this, a questionnaire was passed to 101 students of the Preschool Education degree asking them about the use of the punishment they had observed in their internship periods. The results revealed that both punishment and the threat of punishment are very common techniques in our schools, especially the "thinking corner". Likewise, the applied punishments did not follow a common methodological pattern, reflecting the lack of basis in the field of educational psychology of those who applied it. Finally, the educational implications of the results are discussed, both at the level of Early Childhood Education and for University Education. [ABSTRACT FROM AUTHOR]

Copyright of Revista Hojas y Hablas is the property of Fundacion Universitaria Monserrate - Unimonserrate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Estudios Pedagogicos (Valdivia) is the property of Estudios Pedagogicos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Attending to demographic and socioeconomic characteristics of Extremadura and the Education is one of the most essential universal rights, so it is necessary to ensure its accessibility to the entire population and especially to the most disadvantaged areas. For this reason, in this work we will study the educational resources at an early age (Infant Education, Primary and Secondary Education) in an eminently rural region with low population density, such as Extremadura, to verify if there is an adequate distribution of the same. This work has been done with techniques of spatial analysis and correlation of variables, through Geographic Information Systems, in order to verify if the distribution to the educational services is adequate. [ABSTRACT FROM AUTHOR]

This article is the result of studies and researches developed in the specialization course in Institutional and Clinical Psychopedagogy of the Upper Paraná Technical and Educational Center- CTESOP. This is a bibliographical study with the objective of demonstrating that organized and planned education in children's education presents a great possibility of making possible the full development of the child through the appropriation of the human qualities produced historically. Guided by Historical-Critical Pedagogy and historical-cultural psychology, we first contextualize childhood and teaching, pointing out some historical aspects and the child's conception of development in the perspective of historical-cultural psychology. Then, we analyze the teaching in children's education based on historicalcritical pedagogy in order to verify the importance of this theory in the accomplishment of the pedagogical work with a view to human development. [ABSTRACT FROM AUTHOR]

This article presents reflections on how listening to children can contribute to rethink the initial and permanent formation of teachers and to consolidate the specificity of teaching in Early Childhood Education. In order to reach the objectives of the study, it adopted an interpretative methodology, which follows paths close to the hermeneutical circle. It starts from the assumption that teaching with children is a relational practice that takes place since being with the children. Therefore, it is a knowledge that takes place in context and that requires teachers to learn to listen to children to constitute their craft way of teaching, their teaching craft. The conclusions show that understanding what a Listening Pedagogy means is an immediate need to point out propositions for the initial and permanent formation of teachers and to re-dimension the teaching as a fundamental commitment to think a Pedagogy of Childhood. [ABSTRACT FROM AUTHOR]

Copyright of Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article describes a collaborative action research project developed over the course of the 2011/12 academic year in the Faculty of Education at Cordoba University (Spain). The RIECU school–continuing professional development centre for teachers–university learning network is part of this research process. The aim is to create and consolidate a community of practice made up of continuing professional development advisers to teachers, infant education teachers, university students who are training to become infant education teachers and university teaching staff. The most relevant findings, which respond to the questions raised, are: the action research conducted indicates that teamwork between teacher, adviser, researcher and university student is an effective strategy to facilitate the acquisition of professional competences among student teachers; and student-teachers involved in the case study have evolved in their conception and approach to childhood and have had the opportunity to learn by modelling the professional conduct of their mentor teachers. [ABSTRACT FROM AUTHOR]

The utilization of videogames is not too common due to their consideration as an element that interferes with the educational and learning process. Thus, few teachers are ready to include videogames as didactic tools. Nevertheless, some educators who consider that they have a potential to become didactic tools are progressively adopting videogames as part of their teaching strategies. This paper presents the result of an academic experiment conducted with university students from the degree of Primary Education. The initial step in this experience consisted in determining whether videogames could be seen as another of the many tools employed to develop the infant stage educational curriculum. A survey was developed in order to achieve this goal. The interviewees answered this survey in two different stages, providing as a result that these future teachers would definitely be willing to incorporate videogames in their classrooms once they have been trained to do so.

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)