Tendencias y desafíos de la educación infantil en niños y niñas menores de tres años en Costa Rica.
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2015
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INIE
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El propósito de esta investigación es ofrecer insumos que permitan fortalecer la educación y la atención integral para el desarrollo de la niñez menor de 3 años en Costa Rica y proponer lineamientos a considerar por el Estado Costarricense, en las políticas relacionadas con esta población. Se llevó a cabo desde el paradigma cualitativo, interactuando con las y los sujetos actuantes, con las propuestas programáticas para la atención de la población menor de tres años, así como con la Política Nacional de Niñez y Adolescencia y el Código de Niñez y Adolescencia.
El método elegido fue el hermenéutico-dialéctico, el cual que permitió develar el mensaje de las propuestas programáticas destinadas a la atención de las niñas y niños menores de tres años, de la Política y el Código de Niñez y Adolescencia así como interpretar el discurso de las personas actuantes en los grupos de discusión y las entrevistas en profundidad; todas, técnicas de recolección y análisis de datos. La información obtenida de las entrevistas en profundidad, el análisis documental y grupos focales, recibieron un tratamiento específico que permitió establecer relaciones entre categorías y subcategorías, notas teóricas y metodológicas.
Para el análisis documental propiamente se recurrió a la construcción de matrices con nueve columnas, donde se incluyó, en la primera la entidad de origen y año de publicación, en la segunda los principios, la tercera relacionada al rol de la niña y el niño, la cuarta los compromisos del Estado, la quinta enfatiza en la evolución de los programas, la sexta columna se refiere a la cobertura de los programas, la sétima a lineamientos teóricos mientras la octava evidencia los lineamientos generales orientadores y la novena columna al rol de la familia. Con base en el análisis de los diferentes discursos se respondió dos preguntas que dieron origen a la investigación:
¿Cómo fortalecer la atención integral para el desarrollo de la niñez menor de tres años en Costa Rica? y ¿Cuáles son los lineamientos a considerar, por el Estado costarricense, en la definición de políticas para el desarrollo de la niñez menor de tres años ?
Entre los hallazgos más significativos de esta investigación se encuentran los siguientes:
Debe haber una corresponsabilidad entre el Estado y las familias en el cuido y desarrollo de la niñez, con una mirada más de acompañamiento.
Cualquier programa o proyecto para la educación y atención de la niñez menor de 3 años que se emprenda, debe partir del convencimiento y compromiso de la familia, de lo contrario es muy difícil su logro y efectividad.
El Estado costarricense no ofrece alternativas viables y equitativas para la niñez menor de tres años y sus familias.
Las docentes de Educación Inicial que se dedican a la educación y atención de la población menor de tres años, aún cuando están conscientes de la importancia de los primeros años, continúan posicionadas en paradigmas cuya eje fundamental es el academicismo, sacrificando así la importancia de los vínculos, la cercanía, el acompañamiento y el trabajo conjunto con la familia.
ABSTRACT: The purpose of this research is to provide input that would strengthen the education and comprehensive care for the development of children under the age of 3 in Costa Rica, and to propose guidelines for the consideration of the Costa Rican government in policies related to this population. This was carried out from a qualitative paradigm interacting with the subjects taking part of the study, with the curricular proposals for the for the care of the population under the age of three, as well as with the National Policy of Childhood and Adolescence and the Childhood and Adolescence Code. The selected method was the hermeneutic-dialectic which allowed to reveal the message of the programmatic proposals for the care of children under the age of three, for the policies and the Childhood and Adolescence Code, in addition to interpret the discourse those involved on the discussion groups and the in-depth interviews; all of the above are data collection and analysis techniques. The information obtained from the in-depth interviews, the document analysis and focus groups received a specific treatment that allowed to establish a relationship between categories and subcategories, theoretical and methodological notes. For the document analysis, it was opted to create matrices with nine columns where it includes: in the first column, the entity of origin and year of publication; in the second one, the principles; the third column relates to the role of children; the fourth, the Government's commitments; the fifth emphasizes the program's evolution; the sixth column deals with the range of the program; the seventh the theoretical guidelines; while the eighth shows the general guidelines for counselors; and the ninth column the role of the family. Based on the analysis of the different discourses, two questions were answered that arose from the investigation: How to strengthen the comprehensive care for the development of children under three in Cost Rica, and what are guideline to consider by the Costa Rican Government based on the definition of policies for the development of children under the age of three. Among the most significant findings of this research, the following are: • There must be shared responsibility between the Government and the families in terms of the children's care and development with additional assistance. • Any program or project carried out for the education and care of children under 3 must stem from the knowledge and commitment of the family, otherwise, its success and effectiveness is very difficult. • The Costa Rican government does not offer viable or equal alternatives for children under three and their families. • Even when they are aware of the importance of the early years, Preschool teachers in charge of the education and care of the population under the age of three continue to be placed in paradigms with a fundamental basis on academia, thus sacrificing the importance of bonds, closeness, support and work with the family.
ABSTRACT: The purpose of this research is to provide input that would strengthen the education and comprehensive care for the development of children under the age of 3 in Costa Rica, and to propose guidelines for the consideration of the Costa Rican government in policies related to this population. This was carried out from a qualitative paradigm interacting with the subjects taking part of the study, with the curricular proposals for the for the care of the population under the age of three, as well as with the National Policy of Childhood and Adolescence and the Childhood and Adolescence Code. The selected method was the hermeneutic-dialectic which allowed to reveal the message of the programmatic proposals for the care of children under the age of three, for the policies and the Childhood and Adolescence Code, in addition to interpret the discourse those involved on the discussion groups and the in-depth interviews; all of the above are data collection and analysis techniques. The information obtained from the in-depth interviews, the document analysis and focus groups received a specific treatment that allowed to establish a relationship between categories and subcategories, theoretical and methodological notes. For the document analysis, it was opted to create matrices with nine columns where it includes: in the first column, the entity of origin and year of publication; in the second one, the principles; the third column relates to the role of children; the fourth, the Government's commitments; the fifth emphasizes the program's evolution; the sixth column deals with the range of the program; the seventh the theoretical guidelines; while the eighth shows the general guidelines for counselors; and the ninth column the role of the family. Based on the analysis of the different discourses, two questions were answered that arose from the investigation: How to strengthen the comprehensive care for the development of children under three in Cost Rica, and what are guideline to consider by the Costa Rican Government based on the definition of policies for the development of children under the age of three. Among the most significant findings of this research, the following are: • There must be shared responsibility between the Government and the families in terms of the children's care and development with additional assistance. • Any program or project carried out for the education and care of children under 3 must stem from the knowledge and commitment of the family, otherwise, its success and effectiveness is very difficult. • The Costa Rican government does not offer viable or equal alternatives for children under three and their families. • Even when they are aware of the importance of the early years, Preschool teachers in charge of the education and care of the population under the age of three continue to be placed in paradigms with a fundamental basis on academia, thus sacrificing the importance of bonds, closeness, support and work with the family.
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PRIMERA INFANCIA, NIÑAS, NIÑOS, EDUCACIÓN, DESARROLLO DEL NIÑO, EARLY CHILDHOOD, GIRLS, BOYS, EDUCATION, CHILD DEVELOPMENT