Experiencias escolares en los jardines de niños
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Abstract
Los Jardines de Niños son espacios educativos propicios para describir los acontecimientos escolares que forman parte de una jornada de trabajo, permanecer en ellos hace que nos interesemos de lo que ocurre en las aulas, en los espacios externos donde interactúan niños y niñas atendidos por las educadoras, en las áreas distintas de juego o esparcimiento, en las distintas actividades en las que participan los niños que asisten a ellos. En este artículo se explican las diferentes competencias escolares que forman parte del proceso formativo vivenciado en estos espacios educativos; conviene resaltar que lo que aquí se describe forma parte de observaciones constantes y de sustentaciones teóricas que dan cuenta de las actividades que se realizan en estos espacios formativos. Se comienza por señalar lo siguiente:
The Kindergartens are educational environments conducive to describe school events that are part of a working day, staying in them makes us to care what happens in the classroom, in outdoor areas where children assisted by educators interact in the different areas of game or entertainment in the various activities in which the children attending them involved. In this article are explained different school performances as part of the learning processes experienced by educational enviroments; should be stressed that what is described here is part of ongoing observations and theoretical underpinnings that reflect the activities performed in these training areas. It begins by noting the following:
The Kindergartens are educational environments conducive to describe school events that are part of a working day, staying in them makes us to care what happens in the classroom, in outdoor areas where children assisted by educators interact in the different areas of game or entertainment in the various activities in which the children attending them involved. In this article are explained different school performances as part of the learning processes experienced by educational enviroments; should be stressed that what is described here is part of ongoing observations and theoretical underpinnings that reflect the activities performed in these training areas. It begins by noting the following:
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Vol. 11, No. 11