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.
