TASK DEI02

Models of attention to childhood and the

teaching-learning process.
In this unit we have studied the concept and nature of education
infant; the main theories that have influenced child education
and from the girl to our days and the methodological principles that
currently shaping the teaching-learning process.
The task we propose has TWO PARTS:

Statement:

First part: Influential theories in Early Childhood Education: Authors and

relevant trends

We are going to focus on the theories that have influenced education.

children's. It is about analyzing and comparing the authors that form
part of the New School movement as well as its precursors
of the same.

1 You must perform an analysis on the following aspects:

 Brief description of his life and work.

 Principios e ideas pedagógicas (destaca al menos 4 ó 5 ideas

that are representative of each author.

You must conduct this analysis by comparing the following authors:

 Rousseau.

 Pestalozzi.

 Froebel.

 Agazzi Sisters.

 Montessori.

 Decroly.

 Freinet.

ROUSSEAU:
It was apolymath: writer, philosopher, musician, botanicalynaturalistFranco-
Swiss defined as an enlightened person; despite the deep
contradictions that separated him from the main representatives of
theIllustration.

Jean Jacques Rousseau was more of a political philosopher, not an educator;

but, through her novelEmilio, or On Education promotes
philosophical thoughts on education, being one of its
main contributions in the field ofpedagogyIn this book, it exalts the
kindness of man and nature while raising themes that are more
forward will develop in The Social Contract. Rousseau conceives
onparadigmof the chained man in Emilio, or On Education. Similarly
that inSpeech on the origin and the foundations of inequality between
the men wants to set aside the formation of man in Emilio, or Of the
education of their inquiry, "the men, dispersed among them,
they observe, imitate their industry, and elevate themselves in this way to instinct
of the beasts; they also feed on the majority." Rousseau creates a
education system that allows man, or in this case the child, to live and
it develops in a corrupt and oppressed society. As the study says
preliminary of Emilio, or Of Education: "assign more freedom to the children and
less empire, let them do more for themselves and demand less from them
others.

Emilio: This educational philosophical novel, written in 1763, fundamentally

describe and propose a different perspective of education, which is
applied in Emilio. Rousseau, starting from his idea that nature is
good and that the child must learn by himself in it, wants the child
learn to do things, so that he has reasons to do them for himself.
As Jurgen Oelkers, author of the article Rousseau and the image of
‘modern education’ dice, "Education must have its place within the
nature so that the child's potential can develop according to their own rhythm
from nature and not from the time of society. Rousseau believes that everything
man and boy are good. Above all, it speculates that humanity that
a natural progression-based education would be a society
more free. Sandro de Castro and Rosa Elena, in their article 'Horizons of
dialogue in Environmental Education: Contributions of Milton Santos, Jean-
Jacques Rousseau and Paulo Freire say: "Writing Emile, or Of the
education. Rousseau lays the foundation for an education capable of forming
a true man, because above all one must shape the man. To shape
The first task is to shape the man, the second is to educate the citizen, because why not.
"Both can be trained at the same time."

Rousseau attacked the education system through this novel, in which

It is presented that children should be educated through their interests and not
for the strict discipline.
Principles:

Human beings are good by nature and are corrupted by the

the harmful influence of society.

The ideal of all education will be to try to keep young people.

away from the influences that may distort it and make them mature from
natural form.

Natural education is necessary. Creation of environments of freedom.

Create a universal human.

Adaptation to the stages of development.

The need to respect individual pace.

http://es.wikipedia.org/wiki/Jean-Jacques_Rousseau

w.monographies.com/works87/jean-jacques-rousseau/jean-
jacques-rousseau.shtml

PESTALOZZI:

Known in Spanish-speaking countries as Enrique Pestalozzi, he was

an educatorSwissone of the first thinkers that we can
to designate as a pedagogue in the modern sense of the term, since already
There have been educators since the time of the Greeks. Reformer of the
traditional pedagogy, directed his work towards popular education. His father
he was a surgeon by profession, but he died when Johann Heinrich was still very
small, so he grew up with his mother. As if prophesying his work and
thought, was characterized by being a disobedient, messy child and
with few academic achievements in his childhood.

Principles:
Elementary education: It should start from the observation of the
experiences, interests, and educational activities; of not teaching anything
that the children could not see (idea taken from Rousseau) and considered
that the main purpose of teaching was not to make the
child acquires knowledge and skills, but in developing the strengths
of their intelligence, dividing it gradually, according to their
evolution and where the individual will be considered as a unit of
intelligence, feeling, and morality. He argued that any
irregularity in these characteristics leads to the nullity of a
integral education.
Physical education: It also included physical education as a means of
strength and physical resilience, thus closing the cycle of an education
integral, which ranges from the most spiritual to the purely physical.
Works
How Gertrude Teaches Her Children (1801)
The Book of Mothers (1803)
Letters on Early Childhood Education (1819)
The Epistle to Phrynê on Friendship (1782)

Unable to access the content of the provided URL.

Froebel:
PedagogueGermancreator of thepreschool educationand of the concept
ofkindergarten, called "the pedagogue ofRomanticism".

In 1840, he coined the termKindergartenokindergartenfor this

teaching system founded on play and in the Institute of activity that
he had founded in 1837 for toddlers or small children.

He designed the educational play materials known as Froebel Gifts.

Froebel gifts, which included the construction of geometric blocks and
activity pattern blocks. A book titled The Invention of
KindergartenNorman Brostermanexamine the influence of Friedrich
Froebel aboutFrank Lloyd Wrightand themodern art.

Friedrich Fröbel's grand vision was to recognize the importance of

theactivityof the child in their cognitive processes oflearningHe introduced the
concept of 'free work' (Freiarbeit) in pedagogy and established the
"gamelike the typical form that life has in childhood, so that
it is also worth educating through play and by means of play; children
They do things while playing that they would never do in an imposed and authoritarian manner.

activities in their kindergarten included singing, dancing, gardening, playing and

to self-direct with Froebel's "gifts." Fröbel published a book of songs
schoolchildren, the Mother and Cosy Songs to introduce the child into the world of
the adults.

These ideas about child development and education were introduced in

the academic circles through the tireless efforts of their greatest
defender, the baronessBaroness Bertha Marie von Bülow Marenholtz. The
Baroness von Bülow-Marenholtz, Duke von Meiningen gathered
donations to support the education of Fröbel's children. Theduke of
Meiningenhe granted the use of his hunting lodge, called Marienthal
Valley of Maryspa of Bad Liebensteinto train the
women for the first time as kindergarten teachers,
the kindergarten teachers.

Principles:
o The student must be treated according to their dignity as a child of God and within
of an atmosphere of understanding and freedom.
o The teacher is obliged to respect the student in all their integrity.
o The educator should act as an experienced guide and a faithful friend who, with
A flexible but firm hand guides the disciple. It is not just a guide, but also a subject.
active in education: gives and receives guidance, but allows freedom, even when proposing
the activity.
o The teacher must know the different stages of human development in order to lead
successfully completing their task: stages of development childhood, youth, puberty, adolescence,

maturity.
Works:

the principles of purpose and the internal life of the institution

general educational German in Keilhau near Rudolstadt. Rudolstadt,
1821.
The general German educational institution in Keilhau regarding.
Rudolstadt, 1822.
The education of people, the art of education, instruction and
teaching, aimed at the German educational institution in general at
Keilhau. First band. Keilhau-Leipzig, in 1826.
Single-parent families. Weekly for self-education and the
formation of the other. Keilhau-Leipzig, in 1826.
http://en.wikipedia.org/wiki/Friedrich_Fr%C3%B6bel

AGAZZI SISTERS:
There were twopedagoguesItalianborn inVolongo, in the province
ofVeronaThey worked in the field of theearly childhood education(up to 6 years of
age).
His method is based on scrupulously respecting freedom,
spontaneity of the child through their independent work and presentation
of content through playful activities. Unlike the method
Montessori and in line with the humble origins of the children who
they attended to the materials they use for their work are usually made of
waste.
They opt for a circular arrangement of the class. They have a song for
carry out each activity.
The Agazzi method has notably influenced early childhood education in Italy.
InSpainits incidence is much lower, although certain elements such as the
use of passwords or the recognition of a certain maternal function of
We owe early childhood educators to the Agazzi.
Principles:
The globalizing character: Maintain the principle of globalizer in the
teaching of young children
The value of joy: It is free and orderly play in a type of environment.
affective, in which the rhythms and needs of children are respected,
in addition to motivating them to continue their learning for themselves
same
Knowledge through observation: This refers to that
Through observation, he/she is able to create his/her own concepts.
The assessment of the activity carried out by the child: It is the need to
to think about something and consequently to experience. In this way they arrive
to reasoning.
The value of order: material, aesthetic, spiritual, moral, social order and
harmonic.
Works:
The Spoken Language, Brescia, Queriniana Publishing House, 1910
The ABC of educational singing, Milan, Voice of kindergarten teachers, 1909, and
a volume, Brescia,
The publishing company 'LA Scuola', 1936.
Oh Baby singer, 2ndedition, Brescia,Printing pressGeroldi, 1921.

http://carolinayrosaagazzi.blogspot.com.es/
http://en.wikipedia.org/wiki/Agazzi_Sisters

MONTESSORI:
It was aeducator, pedagogue, scientific, doctor, psychiatrist, philosopher, anthrop
ologist, biologist, psychologist, devotedcatholic, feministyhumanistItalian.
She was the first woman to become a doctor in Italy.

Principles:
o The absorbing mind of children: They learn everything
unconsciously, gradually moving from the unconscious to the
awareness. They are compared to a sponge, with the difference that the
sponge has a limited absorption capacity, while the
the mind of the child is infinite.

o Sensitive periods: It refers to the periods in which the

Children can acquire a skill with great ease.
o The prepared environment: It refers to an environment that has been

carefully organized for the child, designed to encourage a

better learning and growth. The design of these environments is based on
in the principles of beauty and order. They are bright and warm spaces,
which include language, plants, art, music, and books.
o The role of the adult: The role of the adult in Montessori Philosophy is
guide the child, to introduce him to a good and comfortable environment. Be a

observer, to be in continuous learning and personal development. The

A true educator is at the service of the child being educated and must cultivate.
In him, humility, responsibility, and love.
Works:
the Montessori method1912)
Pedagogical anthropology1913)
The advanced Montessori method (2 vols.)1917)
Peace and Education1934)
The secret of childhood1936)
General ideas about my method (1948, Losada publishing, Buenos Aires)
The House of Children (1907)
http://en.wikipedia.org/wiki/Maria_Montessori

DECROLY:
It was aeducator, psychologist, doctor andteacherBelgian.
Principles:
oInterest. The child learns what interests him, and all interest comes from
a need.
oGlobalization: perceives what surrounds it in a global manner.

Works
 The measures of the child's intelligence
The treatment and education of deficient children 1915
Towards the renewed school, a first stage with observations
applicable to Peru: classification of students, program of the
associated ideas, method of centers of interest. 44 pp. 1921
Globalization function 1923
Freedom and Education, 1925 ('The Freedom of Education').
The educational game: initiation to intellectual and motor activity.
Psychology Collection. Ed. Morata Series. 184 pp.
http://en.wikipedia.org/wiki/Ovide_Decroly

FREINET:
It was apedagogueFrench, creator of the techniques that bear his name,
used in numerous methods of pedagogical research.
Principles:
or 'experimental assessment', considers that learning occurs at
based on one's own experiences, from the manipulation of reality
what children can do, from the expression of their experiences, from the
organization of a context (of an environment) in which the students
they can formulate and express their experiences.
or functionality of work, create institutions that imply that the
school work should have meaning, utility, and a function.
the principle of cooperation, which requires the creation of an environment in
the classroom in which there are mediating elements in the relationship
teacher–student. Cooperation between students, students–teachers and
among teachers; The practical construction of that educational environment
is carried out through techniques that are characterized by enhancing the
class work on the basis of children's freedom of expression in a
framework of cooperation.
Obras

Parables for a popular pedagogy

In this book, Célestin Freinet aims to highlight the deficiencies.

what the traditional school contains in its teaching methods and proposes
create a modern school. In it, through parables that allude to
situations in the field, mark a rejection of punishments and rewards
(conductism) as a way to assist in the teaching and training of the being
human.

http://es.wikipedia.org/wiki/C
Célestin Freinet # Main ideas and contributions

Second part: Read and analyze the poem by Loris

Malaguzzi.

Reflect on early childhood education and the most effective methods.

suitable interventions at these ages. Write your conclusions in
a text of up to two pages.

Resources:

The boy has

one hundred tongues

one hundred hands

one hundred thoughts

a hundred ways to think

of playing and of talking

one hundred, always one hundred

ways of listening

of being surprised, of loving

one hundred joys

to sing and understand

a hundred worlds

what to discover

a hundred worlds

what to invent
one hundred worlds

what to dream.

The boy has

a hundred tongues

(and also one hundred, one hundred, and one hundred)

but ninety-nine are stolen from him.

The school and culture

They separate the head from the body.

They speak to you:

to think without hands

to act without thinking

to listen and not to speak

to understand without joy

to love and to be surprised

only at Easter and Christmas.

They speak to him/her:

to discover the world that already exists

and of a hundred

they steal ninety-nine.

They call him/her

that the game and work,

reality and fantasy,

science and imagination,

the sky and the earth,

reason and dream,

they are things

that do not go together.

They say in summary

that the hundred does not exist.

And the boy says:

On the other hand, the hundred exists.

(Loris Malaguzzi)

Early childhood education is not only the act in which the adult teaches the child,
This is where the child also learns by himself and teaches the adults.
Hence, the adult must have a flexible character open to all
situations that can arise.

There are various types of education, the formal one, which is where the child learns...
contents that are established in schools, but there is also non-formal education
that can be given in academies and the informal one which is given at home,
in the park, in the socialization mediums that the child has, that in my
part is one of the most important, because it is the one the child is
maximum time and from which we can get the most out.

Regarding intervention methods, there are several orientations such as:

or globalization: the child sees it as a whole everything that surrounds him

educators must adapt to the approach that the child has, otherwise
it would be useless.
Daily life routines: in this way, we will mark it.
that the child knows and understands what will happen after that
situations, in this way the child will reinforce his autonomy and little by little
little will be able to do things on his own because he will know what it is
it has to be done.
The game: it is very important to them because through it they do not
they not only have fun but also learn, developing abilities that
they will serve for your day to day.
Significant learning: not only does it help you develop the
concepts of the school but to solve problems that can arise
bring up in your daily life with a companion, at home, in the park,
etc…
Security and trust: school spaces must be
conditioned to be places that inspire trust in the child to
that this person feels comfortable in them and can enjoy.
Organization of space, materials, and time: the spaces must be
spacious with materials suitable for the ages of the children, the
the time must be appropriate for the activities they undertake as
 children have biological rhythms different from those of
the adults.
Families: they must be coordinated with the school so that they know that
it is taught in it and they have the same criteria at home in this way
the child establishes guidelines otherwise it would be useless that in both
places we would teach them differently.
Teamwork: from professionals it serves to
enrich one another and in this way enrich the teaching of
that later they will give to the children and these will be benefited.

Third part: Read ANNEX II GUIDELINES

METHODOLOGICAL AND EVALUATION of the ORDER
ECI/3960/2007, of December 19, by which it
establishes the curriculum and regulates the organization of the
early childhood education.

Summarize the main ideas covered by the order and

relate them to the ideas of some educator, psychologist, or proposals
concrete methodologies studied on the topic.

Resources

Unable to access or translate the content of the provided URL.

Ideas:
oGlobalizing character in the different proposals and experiences is
related to the fundamental principles of the Agazzi Sisters.
or Achieves its own autonomy as Maria had as a principle
Montessori.
The environment must be free of obstacles and be a space for
affective and stimulating well-being as Maria also believed
Montessori.
Globalization as a methodological principle, which I also use
as a methodological principle of Decroly.

Methodological proposals that are included in the order and are the same as in the
studied on the topic:
Globalizing approach: refers to the coexistence of bringing children closer.
to what they must learn from an integrated and diverse perspective.
Meaningful learning: establishes connections between what you already know.
knows and what needs to be learned and has as a consequence the
integration of knowledge.
The game: affects cognitive, psychomotor, emotional, and social development
since it allows to express feelings, understand rules,
develop attention, memory or imitation.
o Organization of spaces and time: It should be done in such a way that
there is time for everything and for everyone.
A shared task: coordination among all professionals who
intervening in EI is essential to ensure coherence and
continuity of teaching and learning.