T6 INFLUENCE OF MAIN EDU pedagogy on INFA. PAPAL INFLUENCE OF CORRIE PSYCHOLOGISTIC IN CHILDHOOD EDU. VISION EVIDENCE AND THEIR CONTRIBUTIONS. EXPERIENCE RENOVATORS relavant. Critical appraisal. 1. influence of mainstream pedagogical in childhood ed. / / a.Algunos previous authors to the new site. / / b.La new school. / / 2.Influencia of mainstream psychology in early childhood education. / / a. psychoanalytic contributions. / / b.Psicología behaviorist. / / c.Psicología social cognitive learning. / / d.Psicología Vygotsky's socio-historical. / / e.Psicología ecological contextualist. / / Current 3.Visión and contributions. / / renovating 4.Experiencias relevant. Critical appraisal. / / A.The care centers for children / The children's homes / / home b.Preescolar. / / C.Proyectos work. / / D.Los workshops. / / E.La farm school. / / f.The star of the week. / / g.El story travelers. / / h.Valoración criticism. / / 5.Conclusions. / / INTRODUCTION / / The topic I will discuss is the issue six of Early Childhood Education on the theoretical framework that leads the approach and philosophy of early childhood education. / / To develop this theme I based on a fundamental idea, namely that pre-primary education, as we understand it today, is the result of an approach based teaching, among other things, on the psychological knowledge we have about our students. / / In this regard, first I will try to influence the mainstream educational and psychological in Childhood Education, specifically in the current view those contributions. Subsequently analyze relevant experiences such as renovating projects, and will expose a critical assessment of the same. / / Step to analyze THE INFLUENCE OF CURRENT EDUCATIONAL PRINICPALES in early childhood education. / / The New School has been a basis on which has supported the kindergarten, so we devote special attention highlighting the contribution of various authors prior to this movement. Authors prior to the New School. / / 1.Aristóteles, believes that children of seven years is the starting point learning. / / 2.Marco Fabio Quintilian, create early learning potential in order to encourage further work. / / 3.Comenio, speaks of the nursery school and educational environment within the family. / / 4.Rosseau. Insists on respecting the child's nature, is a precursor of educational renewal that was the New School. Many of his ideas are reflected in his work and Emilio revolve around nature. Its methodology is practical, educational and negative. / / 5.Pestalozzi notices the psychologically interesting and educational outreach of the socialization of children in the group. For him, the school must be a society where there are no restrictions and individualism, and through cooperation and support is a moral and intellectual exposure. / / 6.The the second half of the seventeenth century appear in Spain School friends. / / England 7.If conducive teaching methods for mass infant schools (Owen). / / In Spain with Paul Montesino establishing kindergartens. / / Froebel guides the activities of students on the basis rosseounianas and encourages spontaneity and development through play. / / 8.Finales nineteenth century, introduced Pedro Alcántara Froebel method under the Free Education Institution. / / Finally the end of the twentieth century, the New School promotes early childhood education, as aspects of this trend and we can apply in the current Early Childhood Education, include: / /-Primacy education. The teacher as a guide rather than instructor. / /-Based pedagogy in psychology. There is no education without knowledge of the learner. / /-Education Puerocéntrica. Everything revolves around the child. / /-Autonomy, we must make the child independent. / /-Individual education in a community setting.
Representatives and contributions: / / "Maria Montessori, The need for self-education. / /-Agazzi sisters designed their method to guide the educational process so that the child acquires perceptual and linguistic skills. / /-Sets Decroly work Early Childhood Education through centers of interest. / /-Freinet proposed drives and free text printing, based on the students' interest. / / In our century the New School was not the only influential pedagogical theory in kindergarten, some of They are: / /-Freire releasing Education, which encourages student awareness through reflection and creativity to achieve their liberation. / /-The Open School believes that the center should be open to the community. / / "The current educational policy not Carl Rogers believes that the experience and authority is the source of truth. / /-action-based Instrumentalism Dewey presents the action as a process of experimentation and actions, attitudes relating to things. / / The teacher contributes to contribute to building the experience and appoints a project method to accomplish a job of their choice: / / ° Consideration of any significant experience of the child's life. / / • Identification of difficulty Based on this experience. / / ° search for practical solutions. / / ° possible solutions. / / ° Testing hypotheses by doing. / / A turn of the century comes behaviorist psychology that attempts to explain how it is acquired, maintained, or explains human behavior. The behavioral model assumption is that behavior is a result of learning in the social environment in which it grows and develops human beings. The representatives are Pavlov and Watson, and Skinner classical conditioning, operant conditioning. / /-Pavlov and Watson For the type of person that children become dependent on their environment for breeding and the way they treat him. See development as an ongoing process of behavioral change shaped by the unique atmosphere of the person, which may differ from other living environments. / / Skinner-operant conditioning animals and humans suggests that repeated behaviors with favorable results and suppress unpleasant. Operant learning is that voluntary actions become more or menso possible depending on the consequences, development depends on external stimuli (reinforcement, punishment). / / The social cognitive psychology of learning. Bandura agrees with Skinner that operant learning is important, but stresses that humans are cognitive beings who think about the relationship between their behavior and its consequences. / / Bandura emphasizes observational learning as a development and asserts that learning occurs through observation and imitation. / / The simplicity of the behavioral paradigm made from the 70's looking for alternatives psychology and cognitive psychology appears (Piaget, Brunner, Ausubel), pursuant to which change in behavior called behavioral learning that reflects a person's inner change. Cognitive psychologists are interested in variables such as meaning, intention, emotion, creativity and thought. / / Contributions of authors: / / 1.La Piaget's theory has implications for improving education. Conceivable that mental development is variable and invariable elements. Speaks of two functional invariants: adaptation and accommodation. / / "Applies to adapt and develop the intelligence of individual maturation. The mind works using the principle of adaptation and produces intelligence structures expressed in a suitable mental adjustments result in growth.The intelligence was adapted by the processes of assimilation and accommodation. Assimilation is the process by which intelligence enters data to experience their previous schemes. Accommodation is the transformation of previous schemes to new experiences. / /-The organization is another invariant functional, because intelligence is organized at all stages of development. / / Piaget argues that the source of knowledge is action. Initially, the body acts on contact with the environment through coordinated actions open series, which he calls patterns and form a structure. / / Piaget distinguishes two stages in the development of intelligence. The child moves from a state of disregard for the reality to buy. Increase their possibilities of action, allowing you to progress cognitively. Cognitive structures are established in stages, which are cuts in development, with a genesis and final balance leading to the next stage.
· Stadium sensory, thought occurs in the presence of the object in contact with the senses. The adjective driving indicates that the perception of the object is a passive process, responsive and inclusive especially manipulative activity (the child presents himself and discovers the object ).//· preoperative Stadium (2 years). Capacity appears to represent something that calls Paiget Meaning, through a Signifier. The child is able to think from the meaning of the signifier, is the symbolic function which marks the beginning of a new stadium, (up to 7 years) preoperational stage. This new possibility of relationship using symbols implies higher realm of reality. / / ° After seven years, the child goes to the Stadium of concrete operations. / / 2.Teoría of discovery learning Brunner, establishing a learning approach discovery, where the student learns strategies built for himself and transferring new situations. The behavior involves three processes: assimilation of content, processing and evaluation of such content. / / 3.Teoría Ausubel's meaningful learning, it challenges the concept of learning by discovery of Piaget. For him, the content was not important but the teaching method should propose meaningful learning, assimilating and integrating reality into a global network of knowledge. / / Another is psychological current socio-historical psychology of Vygotsky, that children acquire cultural values, beliefs and problem-solving strategies through interactions with competent members of society. Vygotsky says that collaborative learning occurs within the zone of proximal development of the child, a term used to differentiate between what a person gets on its own and what you get with the help and motivation of another. / / Finally we analyze the ecological psychology contextualist completing the theories of Vygotsky regarding the role of social environment in the construction of knowledge and study human behavior in natural settings, and the relationship between behavior and environment. This model analyzes and describes the demands of the environment and responses to the same agents in the field of education examines the situations that occur in class and the response of individuals, emphasizing the individual-environment interaction. Representatives of this theory are: / /-Bronfenbrenner, which describes multiple levels of the environment surrounding children and adolescents and affect their development: micro, meso, and macro ecosystem. / / "Feuerstein said the role of mediator, facilitating the assimilation and conceptualization of stimuli. / / Here we review some previous contributions in Kindergarten today.CURRENT VIEW OF THEIR CONTRIBUTIONS. / / In the current school favors a constructivist approach to learning, making the student develop through play, action and content testing schemes, offering our guidance and direction in the process, enhance autonomy that the child feels protagonist of teaching-learning process.
We also promote meaningful learning, based on prior knowledge, providing real experiences and functional. In addition we will consider the developmental period of the student group. / / Everything will be covered in a warm, affectionate, respect and tolerance, according to Spitz: when there is an attachment relationship, the child does not develop normally. / / By the ability to relate the child to interact with peers, socializing. / / the program and activities designed to improve, encourage the teaching of the effort and success Vygotsky states, so the organization of the environment must be flexible, ensuring alignment of different learning rates and needs of our students. / / In the case that children do not achieve the objectives, pre-primary education is a stage with a preventive and compensatory nature of inequality and can avoid problems in the development . / / In education and early childhood education is the principle and methodology of working with families. / / Regarding the organization of space, the classroom is divided into different areas and corners. / / The provision of children will be mostly in groups, favoring the peer coordination of interests, collective decision making, distribution of tasks and responsibilities, mutual help, overcoming conflicts, etc. Be distributed in groups with names relating to elements of the unit. In each unit will question the relocation of students, boys more advanced curriculum, etc ... / / now in kindergarten, we seek innovative techniques such as: / / "The project (from interest and needs of students, working with families ).//- Corners. / / "The workshops, which students create objects. / /-Tours, where students manipulate and explore. / /-Workshops intercycle. / /-Exhibitions. / /-Book travelers. / /-The use of new information technologies and communication. / / - ... / / From these currents, renewing experiences emerged alternatives to the traditional school. Step by analyzing RELEVANT renewed experience. Critical appraisal. / / In time of change in the education system and education reform, renewal movements have to be active. Has ended an era of centralization of the curriculum and has started another where the star teacher development and contextualize the students' culture and environment. / / Below are some of them: / / 1. Centres Childcare / houses children. Possible care for children aged 1-3 years. Provide a space for interaction, relationship between children and adults, in which teachers facilitate their integral and harmonious development. The families must feel part of. / / 2. Preschools home. Parent education programs in kindergarten and kindergarten families. It has a library for parents and children, meeting rooms, magazines, radio, games room, TV and web page. / / 3. Project work. Action plans and performance, the children and their teacher are proposed themselves with the intention of getting a result. Interactions between students are learning tool through cooperation with others. Ideas come through conservation and developing a script argument work. The teacher should provide the exposure of children doubts and resources to solve. / / 4.Workshops. Develop in a specific classroom in places of work or comprehensive workshops. Psychoeducational advantages: learning with others, autonomy of the child, stimulating the development, research and curiosity. / / 5. Farm school. Educational setting with gardens and domestic animals, devoted to teaching practice that demonstrates the rural areas. Workshops are held parallel expression, Crafts ... / / 6. The star of the week. Contributes to the development of positive self-concept facilitates attention to diversity and involves families in the educational work of the school. Every week a child will be the star of the classroom, parents provide photographers, will assume responsibilities for the assembly to discuss their hobbies, friends ... everything is given in writing in the Book protagonist who is sent home at the weekend. / / 7 . The traveler. Creating a tale of families, from a technical and a page, each family will continue a story. / / In renewing experiences analyzed, we appreciate the influence of current educational psychology and principles of educational intervention. Although the values of these experiences, the teachers make a critical assessment before applying any model. To do this we consider criteria: / / "Need to look critically at the various theories, if you do not know the theoretical basis that underlies any experience, is not understood in its full meaning. / /" Note the implication that each person makes an educational experience. / / Finally, by way of summary, we present the following conclusions. / / In this issue we studied the main pedagogical and psychological theories, movements of both older and current versions that support the Education. / / For this, I analyzed both current and the current view of their contributions. I have also developed renewing experiences that are still relevant today, offering a critical assessment of the same. / / As we see, we face an issue of particular importance to us as teachers, in theory because it justifies our teaching performance, based on how they learn children, and as an appropriate educational intervention is the key to integrated education. / / Before the end of the track, I'll make a reference to the documentation I have consulted for its preparation. Bibliography. / / For the teaching context, it highlighting the following works: / / ° Paniagua, G. AND PALACIOS, J. / / Education. Educational response to diversity. / / Ed Alliance. Madrid, 2005. / / ° Piaget, J. / / Project Early Childhood Education and practice in the classroom. / / Ed Wall. Madrid, 1993 / / ° VVAA. / / The educational legacy of the twentieth century to the twenty-first century schools. / / Ed Graó. Barcelona, 2001. / / And on the legal framework: / / · LAW 7 / 2010 of July 20, education de Castilla la Mancha. / / • Decree 67/2007 of May 29, by establishing curriculum for upper secondary Education. / / ° Education Act of May 6, 2006. / / ° Royal Decree 1630/2006 of 29 December, which sets the curricula for the second year of Nursery Education (MS).