You are here

Home » Content

Grupos interactivos en educación infantil: Primer paso para el éxito educativo

Interactive groups in early childhood education: First step for educational success

Journal Name:

  • Intangible Capital

Publication Year:

  • 2015
DOI: 
http://dx.doi.org/10.3926/ic.658

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Purpose: The educational gap, between those who succeed in the education system and those who fail, may begin in the years before compulsory schooling, thereby reducing the high rates of school failure requires the intervention at an early age. This article follows the recommendations of the European Commission as well as the results of different researches, to analyze some of the features that this childhood education should have to contribute to improve the educational success of children. Design/methodology: The findings presented are the result of a scientific literature review and the results obtained in European research Includ-ed (2006-2011), which methodology was based on communicative approach. Specifically, we gathered the results from one of the case studies developed in Spain during the period 2007 - 2010. The data collection techniques used were both quantitative and qualitative: questionnaires, communicative daily live stories, semi-structured interviews, focus groups and communicative observations. Findings: Promoting interaction and family involvement are two of the identified components that may favor the development of this education of quality. One way of organizing the classroom that includes both elements is by means of interactive groups. The results of the case study show that this action has helped to reduce dropout rates and has increase motivation, enhancing solidarity and improving educational outcomes of children.Originality/value: The lack of scientific researches in Europe that analyze educational actions in early childhood education that contribute to the success and, more specifically, those organizational elements that influence them, makes this article specially appealing to the scientific community and to the rest of professionals and the general public involved in the education of children since the earliest ages.
Bookmark/Search this post with
Abstract (Original Language): 
Objeto: La fractura educativa entre los que tienen éxito en el sistema educativo y los que fracasan puede empezar en los años previos a la escolarización obligatoria, por ello la reducción de los altos índices de fracaso escolar requiere de la intervención en las edades más tempranas. El presente artículo, siguiendo las recomendaciones de Comisión Europea así como de los resultados de diferentes investigaciones, analiza algunas de las características que debe tener esta educación infantil para contribuir a la mejora del éxito educativo. Diseño/metodología/enfoque: Los resultados que aquí se presentan son fruto de la revisión de la literatura científica previa y los resultados obtenidos en la investigación europea Includ-ed (Flecha, 2006-2011), cuya metodología fue de orientación comunicativa. Concretamente, hemos recogido los resultados de uno de los estudios de caso realizados en España durante el período 2007 - 2010. Las técnicas de recogida de información fueron tanto cuantitativas como cualitativas: cuestionarios, relatos comunicativos, entrevistas semiestructuradas, grupos de discusión y observaciones comunicativas. Aportaciones y resultados: El fomento de la interacción y la implicación de la familia, son dos de los componentes identificados que pueden favorecer el desarrollo de una educación infantil de calidad. Una de las formas de organización de aula que contempla ambos elementos es grupos interactivos. Los resultados del estudio de caso muestran que esta actuación ha contribuido a reducir el abandono escolar y aumentar la motivación, aumentar la solidaridad y mejorar los resultados educativos de los niños y niñas. Originalidad / Valor añadido: La escasez de trabajos científicos en Europa que analicen las actuaciones en educación infantil que contribuyen al éxito y, específicamente, aquellos elementos organizativos que inciden, hace de especial interés este artículo para la comunidad científica, así como para el resto de profesionales y población en general implicada en la formación de los niños y niñas desde las primeras edades.
FULL TEXT (PDF): 
PDF icon 658-3279-1-pb.pdf
  • 3
316
332
  • Turkish

JEL Codes:

REFERENCES

References: 

ANDERS, Y.; ROSSBACH, H.; WEINERT, S.; EBERT, S.; KUGER, S.; LEHRL, S.; ET AL. (2012).
Home and preschool learning environments and their relations to the development of early
numeracy skills. Early Childhood Research Quarterly, 27(2): 231-244.
http://dx.doi.org/10.1016/j.ecresq.2011.08.003
BROOKS-GUNN, J.; BERLIN, L.J.; FULIGNI, A.S. (2000). Early childhood intervention
programs: What about the family?. En: J. Shonkoff & S. Meisels (Eds.), Handbook of Early
Childhood Intervention (pp. 549-577). Nueva York: Cambridge University Press.
BRUNER, J. (1983). Child's Talk: Learning to Use Language. New York: W.W. Norton &
Company.BURCHINAL, M.R.; PEISNER-FEINBERG, E.; PIANTA, R.C.; HOWES, C. (2002). Development of
academic skills from preschool through second grade: Family and classroom predictors of
developmental trajectories. Journal of School Psychology, 40(5): 415-436.
http://dx.doi.org/10.1016/S0022-4405(02)00107-3
CAMPBELL, F.A.; RAMEY, C.T.; PUNGELLO, E.; SPARLING, J.; MILLER-JOHNSON, S. (2002).
Early childhood education: Young adult outcomes from the Abecedarian Project. Applied
Developmental Science, 6(1): 142-157. http://dx.doi.org/10.1207/S1532480XADS0601_05
COMISIÓN EUROPEA (2010). Europa 2020. Estrategia para un crecimiento Inteligente,
Sostenible e Integrador. COM (2010), Bruselas.
DÍEZ, J.; GATT, S.; RACIONERO, S. (2011). Placing Immigrant and Minority Family and
Community Members at the School’s Centre: the role of community participation. European
Journal of Education, 46(2): 184-196. http://dx.doi.org/10.1111/j.1465-3435.2011.01474.x
DÍEZ, J.; SANTOS, T.; ÁLVAREZ, P. (2013). La Paz School. From a Ghetto to a Magnet School.
International Review of Qualitative Research, 6(2): 198-209.
http://dx.doi.org/10.1525/irqr.2013.6.2.198
DÍEZ, J.; GIRBÉS, S.; MELGAR, P.; RUIZ, L. (2014). Interactive Groups in Early Childhood
Education. Promoting School Success since the First Stage of Education. Symposium paper
at ECER 2014, The Past, the Present and the Future of Educational Research, Porto.
ELBOJ, C.; NIEMELA, R. (2010). Sub-communities of mutual learners in the classroom. the
case of interactive groups. Revista De Psicodidáctica, 15(2): 177-189.
ELBOJ, C.; PUIGDELLÍVOL, I.; SOLER, M.; VALLS, R. (2002). Comunidades de aprendizaje.
Transformar la educación. Barcelona: Graó.
EUROPEAN COMMISSION (2010). Communication from the Commission to the European
Parliament, the Council, the European Economic and Social Committee and the Committee
of the Regions. The European platform against poverty and social exclusion: a European
framework for social and territorial cohesion. COM (2010) 758 final.
EUROPEAN COMMISSION (2011a). Tackling early school leaving: A key contribution to the
Europe 2020 Agenda. COM (2011) 18 final. Luxembourg: Publications Office of the
European Union.
EUROPEAN COMMISSION (2011b). Communication from the Commission. Early childhood
education and care: providing all our children with the best start for the world of tomorrow.
COM (2011) 66 final. Luxembourg: Publications Office of the European Union.EUROPEAN COMMISSION/EACEA/EURYDICE/EUROSTAT. (2014). Key Data on Early Childhood
Education and Care in Europe (2014 Edition). Eurydice and Eurostat Report. Luxembourg:
Publications Office of the European Union.
FLECHA, R. (2006-2011). Strategies for inclusion and social cohesion in Europe from education.
Integrated Project, 6FP European Commission.
FLECHA, R. (2012). Final INCLUD-ED report: Strategies for inclusion and social cohesion in
Europe from education (CIT4-CT-2006-028603). Brussels, Belgium: European Commission.
FLECHA, R. (2015). Successful Educational Actions for Inclusion and Social Cohesion in Europe.
New York: Springer. http://dx.doi.org/10.1007/978-3-319-11176-6
GÓMEZ, A.; PUIGVERT, L.; FLECHA R. (2011). Critical Communicative Methodology: Informing
real social transformation through research. Qualitative Inquiry, 17(3): 235-245.
http://dx.doi.org/10.1177/1077800410397802
HABERMAS, J. (1999). Teoría de la Acción Comunicativa, Vol II. Crítica de la razón
funcionalista. Madrid: Taurus.
HECKMAN, J.J. (2011). The Economics of Inequality: The Value of Early Childhood Education.
American Educator, 35(1): 31-47.
HILL, N.E.; TAYLOR, L.C.P. (2004). Parental school involvement and children’s academic
achievement: Pragmatics and issues. Current Directions in Psychological Science, 13:
161-164. http://dx.doi.org/10.1111/j.0963-7214.2004.00298.x
IEA (2007). Progress in International Reading Literacy Study, PIRLS 2006 Executive summary.
Timss and Pirls International Study Center. Lynch School of Education, Boston College.
Disponible online en: http://timss.bc.edu/PDF/P06_IR_ExecSummary.pdf.
MARTÍNEZ, B.; NIEMELÄ, R. (2010). Formas de implicación de las familias y de la comunidad
hacia el éxito educativo. Revista Educación y Pedagogía, 22(56): 69-77.
OECD (2011). Does Participation in Pre-Primary Education Translate into Better Learning
Outcomes at School?. PISA in Focus, 1: 1-4. OECD Publishing.
http://dx.doi.org/10.1787/5k9h362tpvxp-en
PAKARINEN, E.; LERKKANEN, M.-K.; POIKKEUS, A.-M.; KIURU, N.; SIEKKINEN, M.; RASKUPUTTONEN,
H.; ET AL. (2010). A validation of the classroom assessment scoring system in
Finnish kindergartens. Early Education & Development, 21: 95-124.
http://dx.doi.org/10.1080/10409280902858764RADZISZEWSKA, B.; ROGOFF, B. (1991). Children's guided participation in planning imaginary
errands with skilled adult or peer partners. Developmental Psychology, 27: 381-389.
http://dx.doi.org/10.1037/0012-1649.27.3.381
REYNOLDS, A.J.; TEMPLE, J.A.; OU, S. (2010). Preschool Education, Educational Attainment,
and Crime: Contributions of Cognitive and Non-Cognitive Skills. Children and Youth Services
Review, 32(8): 1054-1063.
REYNOLDS, A.J.; TEMPLE, J.A.; WHITE, B.; OU, S.; ROBERTSON, D.L. (2011). Age-26 Cost-
Benefit Analysis of the Child-Parent Center Early Education Program. Child Development,
82(1): 379-404. http://dx.doi.org/10.1111/j.1467-8624.2010.01563.x
ROGOFF, B.; GOODMAN, C.; BARTLETT, L. (2001). Learning together: Children and adults in a
school community. New York: Oxford University Press.
SCHWEINHART, L.J.; MONTIE, J.; XIANG, Z.; BARNETT, W.S.; BELFIELD, C.R.; NORES, M.
(2005) . Lifetime effects: The HighScope Perry Preschool study through age 40.
(Monographs of the HighScope Educational Research Foundation, 14). Ypsilanti, MI:
HighScope Press.
SORDÉ, T. (2010). Romani Immigrants in Spain. Knocking Down the Walls. Barcelona: Hipatia.
SOLER, M. FLECHA, A. (2015). Early Childhood Education with disadvantaged children: Actions
for success. En: Fleer, M. & Van Oers, B. (Eds.). International Handbook on Early Childhood
Education. Netherlands: Springer.
VYGOTSKY, L. (1978). Mind in Society: The Development of Higher Psychological Processes.
Cambridge, MA: Harvard University Press.

Thank you for copying data from http://www.arastirmax.com