La educación en la primera infancia de niñas y niños con capacidades diversas
In Colombia, early childhood education declares a differential and inclusive approach to disability; This suggests that girls and boys with some kind of functional diversity should have favorable scenarios that allow the development of the skills of doing, knowing and being able to do through the gu...
Gorde:
| Egile Nagusiak: | , |
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| Formatua: | Artikulua |
| Hizkuntza: | Gaztelania |
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2019
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| Sarrera elektronikoa: | https://dialnet.unirioja.es/servlet/oaiart?codigo=7830156 |
| Baliabidea: | Revista Criterio Libre Jurídico, ISSN 1794-7200, Vol. 16, Nº. 1, 2019 (Ejemplar dedicado a: Revista Criterio Libre Juridico), pags. 56-78 |
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| Laburpena: |
In Colombia, early childhood education declares a differential and inclusive approach to disability; This suggests that girls and boys with some kind of functional diversity should have favorable scenarios that allow the development of the skills of doing, knowing and being able to do through the guiding activities. Ongoing research focuses on the characteristics of early education, and the development of specific skills in early childhood in girls and boys with diverse capacities of a Center for Integral Development (CDI) in Palmira. A theoretical body based on cognitive psychology is proposed, specifically the constructivist movement supported by Coll’s postulates. Emphasis is also placed on the concepts developed by the Ministry of National Education related to initial education. The research is located in the interpretative-qualitative paradigm specifically a single case study. For this, collection instruments such as observation, in-depth interview and documentary review are used. The results found so far suggest that the CDI responds to certain institutional pedagogical approaches, but there are no specific elements around the diversity component. |
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