Research from the experience of teachers in Early Childhood Education

Authors

DOI:

https://doi.org/10.31637/epsir-2024-1389

Keywords:

Diversity, Education, Childhoods, Research, Teachers, Pedagogical practice, Systematization

Abstract

Introduction: Research is essential in pedagogical practice to develop curricula that respond to formative needs in early childhood education. This study emphasizes the importance of early childhood educators reflecting on their actions in the educational process, considering dynamics such as migration and educational needs in diverse contexts. Methodology: using Participatory Action Research, interviews and document analysis were conducted in two public educational institutions in Norte de Santander, involving a total of 36 early childhood education teachers. Results: this revealed a necessity for specific competencies in educational research. Furthermore, the importance of innovative strategies in teaching reading emerges and the systematization of pedagogical practices for continuous evaluation. Discussion: emotional skills are crucial for motivation in research and learning, and the curriculum should be dynamic, promoting an investigative approach in education. Conclusions: these findings underscore the need for critical teacher training that surpasses traditional approaches, grounded in sociocultural, territorial, and contextual perspectives.

Downloads

Download data is not yet available.

Author Biographies

Maritza Acuña Gil, Corporación Universitaria Minuto de Dios

Degree in biology and chemistry with a Master's Degree in Pedagogical Practices, PhD in Education with concentration in organizational leadership. Experience in processes associated with social projection, research and teaching at undergraduate and graduate level. Member of the international board of the Dolphin program for the strengthening of scientific culture, attached to the Colombian network of RedColsi. Director of the research group on children's pedagogy - Corporación universitaria Minuto de Dios.

Español, Corporación Universitaria Minuto de Dios

Bachelor's degree in biology and chemistry with a Master's degree in Pedagogical Practices, currently pursuing a doctorate in Educational Sciences with emphasis on research project formulation. Experience in university teaching at undergraduate and graduate levels, and in coordination of academic and research processes. She has worked in flexible educational models for displaced and vulnerable populations, and in the creation of educational materials such as instructional videos, primers, educational capsules and transversal pedagogical projects. Since 2019, she has worked as a pedagogical consultant for international cooperation.

References

Aguilar, J., (2014). El pragmatismo en la sociología: ¿hace un nuevo giro epistemológico? Intersticios Sociales, 7, 1-33. DOI: https://doi.org/10.55555/IS.7.50

Bernal, R. (2014). Diagnóstico y recomendaciones para la atención de calidad a la primera infancia en Colombia. Fundación Éxito.

Campos, A. L. (2010). Primera infancia: Una mirada desde la neuroeducación. Materiales para uso en los medios de comunicación, abogacía y sensibilización. Oficina de Educación y Cultura de la Organización de los Estados Americanos (OEA/SEDI/DDHEC/OEC).

Chaves, L. y Narváez-Burbano, J. (2023). Aproximaciones al estudio de la deprivación sociocultural desde los sistemas: escuela, familia y comunidad. Revista Guillermo de Ockham, 21(1), 65-78. https://doi.org/10.21500/22563202.5735 DOI: https://doi.org/10.21500/22563202.5735

Congreso de la República de Colombia. (1994, febrero 8). Ley 115 de 1994. Por la cual se expide la ley general de educación. Ministerio de Educación Nacional. https://acortar.link/kvT5A

Freire, P. (1975). Pedagogía del oprimido (14ª ed.). Siglo XXI Editores.

García López, G. (2015). La investigación en la formación docente inicial: Una mirada desde la perspectiva sociotransformadora. Saber, 27(1), 143-151. https://doi.org/10.5294/saber.2015.27.1.8

Heckman, J. J. (2008). La inversión en el desarrollo durante la primera infancia: Reduce déficits y fortalece la economía. La ecuación de Heckman. Heckman Equation. http://www.heckmanequation.org

Jara Holliday, O. (2018). La sistematización de experiencias: Práctica y teoría para otros mundos políticos (1.ª ed.). Bogotá: Centro Internacional de Educación y Desarrollo Humano - CINDE.

Leal, G., Leal, K. y Gamboa, A. (2022). Reflexión docente sobre sus prácticas: Una mirada praxeológica a su saber pedagógico. Revista Saber, Ciencia y Libertad, 17(1), 378-397. https://shre.ink/DbDz DOI: https://doi.org/10.18041/2382-3240/saber.2022v17n1.8565

Rosa, T., Magalhães, C. y Silveira, L. (2024). Envolvimento família-escola e suas implicações no desempenho na educação básica. Psicologia Escolar e Educacional, 28, e262230. https://doi.org/10.1590/2175-35392024-262230 DOI: https://doi.org/10.1590/2175-35392024-262230

Sánchez, H. J. (2023). Educación parvularia intercultural desde el enfoque pedagógico de Paulo Freire: De la teoría a la práctica. Revista Enfoques Educacionales, 20(1), 54-75. https://dx.doi.org/10.5354/2735-7279.2023.70755 DOI: https://doi.org/10.5354/2735-7279.2023.70755

Santelices, L. y Scagliotti, J. (2005). El educador y los padres: Estrategias de intervención educativa. Ediciones Universidad Católica de Chile.

SoluciónClúster de Educación, EHP Colombia, y otras 12 organizaciones. (abril de 2024). Infografía: Situación de niños, niñas y adolescentes en el departamento de Norte de Santander, Colombia. https://url_del_infografia

Van der Gaag, J. (s.f.). El desarrollo infantil temprano: una perspectiva económica. Organización de los Estados Americanos. https://shre.ink/DbDi

Wenger, E. (2001). Comunidades de práctica: Aprendizaje, significado e identidad. Ediciones Paidos Iberica, S. A.

Downloads

Published

2024-10-10

How to Cite

Acuña Gil, M., & Leal Leal, G. A. (2024). Research from the experience of teachers in Early Childhood Education. European Public & Social Innovation Review, 9, 1–15. https://doi.org/10.31637/epsir-2024-1389

Issue

Vol. 9 (2024)

Section

INNOVATION IN TRAINING PROFILES FOR THE NEEDS OF LEARNERS

License

Copyright (c) 2024 Maritza Acuña Gil, Gisela Alexandra Leal Leal

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Authors who publish with this journal agree to the following terms:
  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Non Commercial, No Derivatives Attribution 4.0. International (CC BY-NC-ND 4.0.), that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).