In recent decades, numerous discourses have reinforced the importance of intervening in early childhood to optimize skills, accelerate learning, and maximize competencies. This article, part of doctoral research, addresses this issue from a genealogical perspective seeking to trace, through archives, regulations, and official documents, the historical conditions that made the emergence of preschool education in the country possible. The analysis shows that preschool was not a linear evolution of education, but rather a unique form of institutionalization of early childhood, influenced by medical, pedagogical, and governmental discourses. Genealogy allows us to interrogate the discontinuities and ruptures that shaped these practices, revealing how the need to intervene with young children became naturalized. This raises the question of the current validity of a preschool education model geared toward anticipating and accelerating child development.
This article, derived from a qualitative research process, aimed to understand the transformation of the order of authority among moving and globalized childhoods in the Bajo Cauca region of Antioquia, based on the intergenerational memory of childhoods and their current life expectations. Through the voices of a young adult, an older adult, and present-day children, dynamics of authority, obedience, and resistance were revealed. The study captured the childhood perspectives of all participants, the current views of the two adults regarding authority, and their judgment of today's children. The adopted methodological tradition was narrative hermeneutics, utilizing in-depth interviews, participant observation, and field notes. This research found that present-day children exhibit alternative ways of relating to authority, obedience, and resistance within the framework of their legal recognition as subjects of rights with their own life expectations, in a context of moving, globalized, and transnationalized childhoods.
The WHO declared the COVID-19 pandemic implementing mandatory preventive social isolation (ASPO as acronym in spanish) and suspending in-person schooling. Once the health emergency ended, it was necessary to organize the reopening of schools. According to UNICEF (2020), this process is divided into three stages: before, during, and after reopening. This research focuses on the first stage, aiming to understand how children imagined returning to in-person school and what emotions they experienced during ASPO. A qualitative research strategy was used, employing an online questionnai-re completed with children's drawings and narrati-ves, as well as with responses to a semi-structured interview for parents. Ten Argentine children par-ticipated, including eight girls, aged 5 to 11 years. The results identified emerging categories such as biosecurity measures, the temporal dimension, and positive and negative emotions. Thus, this study con-tributes to the promotion of mental health and the prevention of mental health problems in situations of global crisis.
Introduction: state school care for early childhood in Colombia has two modalities: Initial Family Education (IFI) and Child Development Center (CDI). These not only enable access to education but also, given the conditions of the country, constitute a scenario for the restitution of rights in childhood. In the educational center under study, the IFI modality is already in operation, and it was planned to implement the CDI modality, which led to a transition context that framed this work. Method: a cross-sectional correlational descriptive study was carried out through a census sampling of 18 teachers, evaluating their perception regarding three quality components: family, community and social networks; pedagogical process; and educational and protective environments. Results: significant correlations were identified between sex and the standards of characterization, pedagogical projects and enriched environments; between antiquity and standards of enriched environments, reflection meetings, safe physical infrastructure, accessibility and mobility, and risk control and accident management protocol; and between the role and standards of civil registry, coexistence pact, care actions, and public services, without finding a significant correlation with age. Conclusion: the effective implementation of the CDI modality requires considering not only the structural and regulatory conditions, but also the perceptions of educational agents, which have a direct reflect the quality of early childhood care and compliance with its corresponding standards.
It is necessary for parents or caregivers of infants to develop skills to accompany in parenting, the lack, or ignorance of these can produce stress in parental care. This article allows to diagnose the parenting capacities of people in charge of children aged 3 to 5 years in the Ca & ntilde;ar canton, through the collection of quantitative information carried out with the Positive Parenting Scale E2P, in a population of 30 representatives of for the family in relation to the assistance and con-tributions to the development of their children. It is concluded that there is an urgent need to train them in adequate parental support, which favors the creation or fostering of these talents.
Every society ensures its survival by maintaining its status quo, regardless of the violence it must resort to. Children are usually the most affected, as the hegemonic system condemns them to perpetuate social imaginaries that impose an unequal and exclusionary reality, a dystopian reality. In response, we will recount the painful story of the attempt to transform these harmful imaginaries in order to achieve a peaceful society. Thus, this article describes the methodology for identifying social imaginaries developed by the Leu and Teu Collective, based on the understanding that it is important to make social imaginaries visible, just as it is fundamental to change them introspectively. Ultimately, it is an invitation for anyone who desires social change to identify and challenge their own social imaginaries.
This article emerges from an institutional practice within the framework of the Family Development Program at the University of Caldas, with the objective of promoting changes in families through an educational process that strengthens their capacities to guarantee childrens rights, girls and adolescents. The population was made up of 7 families who have open proceedings at the Family Police Station in the municipality of San Jos & eacute; (Caldas) for violation of the above-mentioned rights. This process was carried out through the development of educational workshops and semi-structured interviews. The research methodology employed was the systematization of experiences with an interactive dialogic approach. From the categories that emerged with the study, it can be concluded that the strengthening of capacities as emotion and practical reason led families to improve their emotional skills and consolidate their life projects in terms of protecting and guaranteeing the rights of their children.
This essay explores epistemic narratives for reflecting on childhood, challenging the traditional, adult-centric conception that associates it with passivity and absolute vulnerability. Our interest lies in conceptualizing childhood through its interrelation with specific processes of precarity in both affective and spatial dimensions. This involves locating children's bodies within narratives and settings where precarity is understood as a condition structured by historical and political frameworks. The analysis is conducted through the movement images in the proposed film sequence: Capharna & uuml;m (2018) by Nadine Labaki, The Florida project (2017) by Sean Baker and Buddha collapsed out of shame (2007) by Hana Makhmalbaf. Through the conjunction of these three narrative episodes, we investigate the interrelation between childhood, space, and affect by asking: what are the grammars of affect mediated by space and under what circumstances are they circumscribed? We argue that these filmic representations challenge the adult-centric mechanisms that shape the frameworks of visibility and precarity, showing children as sub-jects with agency and resistance.
This article emphasizes the importance of establishing a sensitive and dialogic relationship with childhood, viewing it as a shared aspect of humanity. It integrates the ideas of Casanova, Skliar, Reyes and Ende, drawing from philosophy, pedagogy and literature, along with the author's own reflections and feelings, to outline a critical and open conception of childhood. While this text is part of the conceptual framework for the systemization process of Ya'ja Dxi'jan, an artistic initiative aimed at young children (ages 0 to 5) from T & oacute;ez Indigenous resguardo in Cauca, Colombia, it does not focus on local or Nasa cultural perspectives on childhood, which were explored later in the research. Instead, it serves as a structure for ethical, political and aesthetic considerations in the practice of artistic creation with and for children in various contexts.
Clashes with convention are necessary steps for the evolution of any human discipline. Here, the standard form of scientific paper is being challenged by producing a paper written unorthodoxly, in the form of a poem. The tone and the message of the paper written in free verse are inspired by the 1966 pop record, Pet Sounds, specifically in terms of its taking on a quiet, introvert route in a corporate musical world demanding the kicks and the clamor of rock ‘n’ roll and related genres. The paper is divided into three parts, the first of which, written by the senior author, is introductory. It outlines the objective of the work and sets the mood for the rest. The second part portrays children’s play in an improvised pet house, by including the lines of their dialogue, rearranged into a poem by the senior author. The third part closes the circle, as it explicates the findings and concludes the study. The focus of the latter is on two children, a boy and a girl, aged 9 and 6, respectively, at play—with and without plush toys in their playroom. Experimentation involved measuring children’s happiness and degrees of liveliness and interactivity during play with and without the presence of 64 plush pets in their immediate environment. The parameters descriptive of happiness, liveliness, and interactivity were taken as proportional to the number of times children smiled, gestured, and made contact, whether physically, with their eyes, or through objects held in their hands, per the unit of time. The results demonstrate that the presence of pets makes children happier, more animated, and more interactive. Conforming to these observations, the content is centered around the idea that plush pets, as in Toy Story, must be alive, and with them, everything inanimate in our worlds, should it only be seen with the eye of the children’s hearts.
Actualmente, se procura con insistencia intervenir tempranamente en la vida de los niños como una estrategia para reducir la inequidad, potenciar sus habilidades, optimizar sus competencias y asegurar su bienestar futuro, al tiempo que se incrementan sus aprendizajes. Se considera que entre el nacimiento y los tres primeros años se genera la mayor cantidad de conexiones cerebrales necesarias para adquirir aprendizajes vitales. Esto ha llevado a que el momento de arraigo y acogida, se constituyan en uno de los pilares de la supervivencia humana. En este contexto, este artículo de reflexión presenta una aproximación al pensamiento del filósofo checo Jan Patočka, con el propósito de describir y analizar sus aportes al estudio de este primer movimiento de la vida, instante en el que, quienes ya se encuentran inscritos en el mundo y en sus relaciones, les dan la bienvenida a aquellos que, por primera vez, llegan al mundo, para abrigarlos, protegerlos y salvaguardarlos.
Este artículo presenta los resultados de una investigación cualitativa orientada a conocer la experiencia de 77 niños y niñas de 4 a 7 años, residentes en siete ciudades de Colombia, en relación con la escuela remota mediada por tecnologías digitales. La pesquisa se fundamentó en tres categorías: mediaciones tecno-pedagógicas, espacio educativo y voz infantil. Los datos se recolectaron mediante entrevistas grupales apoyadas en el uso de métodos visuales. Los resultados dan cuenta de la importancia de la socialización y el espacio educativo en el marco de orientaciones tecno-pedagógicas que reconozcan la participación infantil en el proceso de enseñanza-aprendizaje. El estudio contribuye a la discusión sobre los desafíos y retos de incorporar tecnologías digitales en los primeros años de escolaridad.
Este artículo reporta lo hallazgos de una investigación de naturaleza positivista cuyo objetivo fue describir los conocimientos, actitudes y prácticas de la planta docente de tres instituciones educativas —una en Medellín y dos en Bogotá— con respecto a la educación inclusiva. La investigación siguió una metodología con un enfoque cuantitativo, de corte transversal descriptivo y multicéntrico, el cual posee características de la lógica deductiva. La información fue recolectada y analizada utilizando la escala de Conocimientos, Actitudes y Prácticas (escala CAP), la cual fue aplicada mediante una encuesta tipo Likert a 49 docentes de las tres Instituciones. Los resultados revelaron altas puntuaciones en la dimensión actitudinal en relación con las prácticas y los conocimientos. Se concluye que se debe emprender una movilización pedagógica que fomente la flexibilidad en los currículos y la constante formación para los educadores, de tal manera que las actitudes generen impacto en las prácticas de enseñanza en el aula.
Este artículo describe las concepciones de la enseñanza y el aprendizaje de once madres homeschoolers que residen en Colombia. La investigación tiene un enfoque cualitativo de orientación comprensiva, emplea como métodos el estudio de caso y la fenomenografía, y como técnica de recolección de información, la entrevista semiestructurada. Los resultados indican que las madres valoran positivamente las necesidades, estilos e intereses de aprendizaje de sus hijos y consideran relevante entenderlos e integrarlos a los proyectos formativos; además, comparten una perspectiva constructivista, paidocentrista y liberal del proceso de enseñanza-aprendizaje, así como una representación negativa de la escuela, que es descrita como un escenario disciplinario y predominantemente conductista. Las concepciones de las madres se inscriben en una vanguardia pedagógica que invita a poner la mirada sobre la interioridad de los niños. Se plantea que, en futuras investigaciones, sería pertinente observar la cotidianidad homeschooler.
La Biblioteca Viva es una categoría propuesta por la Biblioteca Nacional que se ha ido consolidando a lo largo de los años en Colombia, donde la biblioteca pública es la base de los servicios institucionales que garantizan el acceso a la cultura y a la información. Este artículo expone y analiza algunos hallazgos de un estudio de caso que exploró las significaciones imaginarias sobre la biblioteca, es decir, las ideas que han formado sobre ella los niños y niñas de 7 a 9 años que son usuarios de la Biblioteca Pública Carlos E. Restrepo en Bogotá. Se investigó si la biblioteca está viva, a partir de la palabra y las ideas de los participantes, utilizando la técnica de grupo focal, la iconografía y a la entrevista abierta, logrando hallazgos representativos, que permitieron analizar la situación actual de la biblioteca desde la voz de sus usuarios más asiduos y sinceros que recibe día a día.
Este artículo es fruto de una investigación posgradual que tiene como objetivo explorar las representaciones sociales del cuerpo de niños y niñas en el municipio de Guapi en el departamento del Cauca, Colombia. Se problematizan los preceptos sobre las formas de estudiar y concebir la infancia durante los siglos XX y XXI que la sitúan como universal en todas las sociedades, retomando también las teorías sobre las representaciones sociales de infancia y de cuerpo. La información fue recogida a través de observaciones, entrevistas y conversaciones cotidianas con niñas, niños y adultos cuyas ocupaciones estuvieran directamente relacionadas con la infancia. Se realizó un análisis cualitativo de contenido de los datos recogidos y se contrastó a la luz de enfoques teóricos desde la antropología social del cuerpo y las representaciones sociales, y desde la psicología cultural del desarrollo basada en las propuestas de los nuevos estudios sociales de la infancia. Los resultados revelaron que las representaciones sociales del cuerpo de niños y niñas en Guapi se sustentan en la armonía estética, física y emocional entre el cuerpo y el territorio, buscando el endurecimiento físico del primero para un buen desenvolvimiento social e individual en su entorno.
El malestar escolar, abordado desde la perspectiva psicoanalítica, se presenta como una manifestación de las divisiones internas del sujeto. Este fenómeno afecta tanto a estudiantes como a docentes, generando tensiones que impactan el proceso educativo. El presente artículo explora cómo la conversación desde el enfoque psicoanalítico puede ayudar a revelar expresiones subjetivas de dicho malestar, permitiendo un análisis profundo de sus manifestaciones. Jacques Lacan, en su Seminario. Libro 17: El reverso del psicoanálisis (1969), sostiene que el sujeto se constituye a través del discurso y el lenguaje, los cuales exponen inconscientemente su incompletud. Según Lacan, el sujeto "no sabe lo que dice" porque no conoce su propio ser, lo que deja entrever su malestar a través de formas como la violencia, la crítica, el desencanto o la rebeldía. Este enfoque permite captar las tensiones escolares y propone intervenir mediante estrategias que reconozcan estas expresiones para mejorar el ambiente educativo.
Este artículo tiene como objetivo comprender las estrategias inclusivas que resultan significativas para las familias del/la niño/a con TEA, implementadas en la escuela para propiciar el vínculo con el contexto sociofamiliar y garantizar un acceso pleno a la vida escolar y social, a través de una aproximación fenomenológica. Con un enfoque cualitativo, se realizaron entrevistas en profundidad a madres y padres de niños/as con TEA, así como entrevistas semi-estructuradas a profesionales del Programa de Inclusión Escolar en dos escuelas de Temuco, sur de Chile. Se logró identificar estrategias inclusivas de vinculación familia-escuela, que tienden a ser unidireccionales. Estas estrategias tienen un marcado énfasis en lograr el compromiso de la familia, pero descuidan la articulación con el conjunto de la comunidad escolar. Aunque las familias valoran el trabajo pedagógico con sus hijo/as, expresan algunas tensiones con los/as profesionales en relación a la particularidad de cada familia. Si bien se reconoce el importante papel de las familias para lograr la inclusión de niños/as con TEA, queda como desafío desarrollar estrategias de inclusión que incidan en toda la comunidad, dentro y fuera de la escuela, con perspectiva social, que coadyuven a reducir la exclusión experimentada por las familias en su entorno.
This article examines how third-grade children at Tom Adams IED in Bogota construct meaningful memories through collective memory and narrative reinterpretation of the past, supported by mnemonic devices. It highlights the active role of children in the formation of personal and collective memories, as well as the importance of intersubjectivity and cultural constructs. The interactions between them and their families reveal the co-construction of identities through mutual recognition, thereby evoking intergenerational memories and images. To investigate this, qualitative and ethnographic methodological approach was selected, thus a field diary was chosen as a tool to collect the qualitative data needed for each of the intervention sessions with third-grade students. In this regard, the construction of cultural identity and intergenerational social interactions in the classroom were explored, using artistic media such as painting, film, and photography. Through collective memory, the aim was to recognize and value the personal, the family and the immediate environment history of the children. In this context, the authors analyze how emotions, customs and beliefs impact the dynamics of social interaction.
This research investigates the way symbolic play, through scenarios that involve it, can contribute to the social development of children aged 3 to 5 years in three Family Welfare Community Homes (HCB) in Bogot & aacute;. The research opted for the qualitative approach, since it used participant observation technique and implemented pedagogical workshops with kids, as well as semi-structured interviews with teachers of early childhood education programs. On another side, a descriptive scale was also used to assess the level of social development of children in the selected homes, in order to identify the types of play they engage in through their interactions and socialization in these community settings. The research highlights the need to integrate symbolic play into early childhood education, to promote social development by establishing foundations for participation in society.
