Publication: Interacción y diálogo en el primer ciclo de educación infantil. Procesos de enseñanza y aprendizaje a través de la lectura dialógica de cuentos: un estudio de caso en la escuela infantil "Tesoros"
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2016-11-25
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Universidad Complutense de Madrid
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Abstract
La presente investigación doctoral es una aportación a la práctica educativa en el Primer Ciclo de Educación Infantil. Es un estudio de caso que analiza las interacciones y diálogos de los niños, las niñas y los adultos, en la práctica de lectura dialógica de cuentos, en los distintos niveles de la Escuela Infantil “Tesoros” de Arganda del Rey, Madrid. Es una investigación en la Escuela Infantil con niños y niñas de 0 a 3 años, en la que participan los educadores y educadoras reflexionando en su práctica docente para cuestionarla y mejorarla, investigando también las familias y los voluntarios del entorno social de la escuela, analizando la participación de los niños y las niñas, cuando comparten la lectura de cuentos con el apoyo del adulto. SÍNTESIS. La investigación se dirige a la etapa educativa de la Escuela Infantil 0-3 años, ante la preocupación internacional en la educación en edades tempranas, para garantizar el desarrollo integral y armonioso de los niños y las niñas de estas edades, especialmente en la población de bajos ingresos y contextos culturales desfavorecidos. La educación en los primeros años de vida adquiere un marcado carácter preventivo y compensador, siendo necesaria la intervención temprana, tanto por ser una etapa de grandes logros en el desarrollo infantil, a nivel motriz, cognitivo, y social, que es necesario apoyar, tanto a las familias como a los centros educativos; como por ser una etapa en el que es determinante asegurar un entorno social de cuidado y protección. Actualmente se vive una inquietud pedagógica en las Escuelas 0-3 años, preocupadas por la mejora de la calidad de las enseñanzas y los aprendizajes de los niños y niñas, que les impulsa a desarrollar propuestas innovadoras como la de Emy Pikler, Reggio Emilia y el proyecto de Comunidades de Aprendizaje...
The present doctoral investigation is a contribution to the educational practice in the first cycle of preschool education. It is a case study that analyzes dialogs and interactions of children and adults in the Dialogic Tales Reading practice. It was studied in the different levels of 'Tesoros' Preschool in Arganda del Rey, Madrid. It is an investigation at preschool with children ages 0 to 3 where educators participate thinking about their educational practice, questioning it and improving it. They investigate families and volunteers of preschool social environment, analyzing children participation when they share tales reading with an adults' support. SYNTHESIS The investigation is aimed at the ages 0 to 3 preschool educational stage, before the international concern in early ages education to guarantee the integral and harmonious developmemt of children at these ages, especially in low-income population and underprivileged cultural contexts. Education in the early years of a child's life acquires a strong preventive and compensator character so the early intervention becomes necessary, not only for being a big achievements stage in children's development (motor, cognitive and social level) we need to support through families and educational centres. But also for being a stage where is decisive to assure a social environment of protection and care. Nowadays, we live a pedagogical restlessness in ages 0 to 3 preschools, concerned about the quality improvement of teaching and children learning that boost them to develop innovative proposals like Emy Pikler,s, Reggio Emilia,s and the Learning Communities project. Educational policies have determined the preschools changes of course that moved from acquiring an educational character with Act of 1990, to an assistance level with the Act of 2002...
The present doctoral investigation is a contribution to the educational practice in the first cycle of preschool education. It is a case study that analyzes dialogs and interactions of children and adults in the Dialogic Tales Reading practice. It was studied in the different levels of 'Tesoros' Preschool in Arganda del Rey, Madrid. It is an investigation at preschool with children ages 0 to 3 where educators participate thinking about their educational practice, questioning it and improving it. They investigate families and volunteers of preschool social environment, analyzing children participation when they share tales reading with an adults' support. SYNTHESIS The investigation is aimed at the ages 0 to 3 preschool educational stage, before the international concern in early ages education to guarantee the integral and harmonious developmemt of children at these ages, especially in low-income population and underprivileged cultural contexts. Education in the early years of a child's life acquires a strong preventive and compensator character so the early intervention becomes necessary, not only for being a big achievements stage in children's development (motor, cognitive and social level) we need to support through families and educational centres. But also for being a stage where is decisive to assure a social environment of protection and care. Nowadays, we live a pedagogical restlessness in ages 0 to 3 preschools, concerned about the quality improvement of teaching and children learning that boost them to develop innovative proposals like Emy Pikler,s, Reggio Emilia,s and the Learning Communities project. Educational policies have determined the preschools changes of course that moved from acquiring an educational character with Act of 1990, to an assistance level with the Act of 2002...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Educación, Departamento de Didáctica y Organización Escolar, leída el 02-02-2016