Objetos y materiales en la escuela infantilhistorias que se recogen, se viven y se inician

  1. Cristina Sendra Mocholí 1
  2. Clara Arbiol Gonzalez 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Aula abierta

ISSN: 0210-2773

Year of publication: 2021

Issue Title: El currículum como proceso de creación: indagaciones narrativas

Volume: 50

Issue: 3

Pages: 689-696

Type: Article

DOI: 10.17811/RIFIE.50.3.2021.689-696 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Aula abierta

Sustainable development goals

Abstract

In this paper we aim to present the early childhood education classroom as a space and a time of collected, lived, and prompted stories. This text is the result of a study conducted in a state school located in a village near Valencia. It is a singular school, for it is situated in a nature park, where time seems to decelerate. For two school years, we have been alongside teachers and children in two classrooms of ages 5 and 3 respectively. Our investigation – which is of narrative character – explores from diff erent points of view the curriculum-making processes observed in the classrooms.In our observation practice, we gather threads with which to connect stories that show how the curriculum is created within the school. In this paper we will explore one of these threads of our study: the role materials play in the life of the classroom, the way in which certain objects (books, natural elements, photographs...) connect the life of the classroom to the life of the children and their family stories, and how, when teachers embrace these materials and give them a space, new stories to be experienced spring up

Bibliographic References

  • Aoki, T. T. (1993). Legitimating Lived Curriculum: Toward a Curricular Landscape of Multiplicity. Journal of Curriculum and Supervision, 8(5), 255-268.
  • Biesta, G. (2017). El bello riesgo de educar. Cada acto educativo es singular y abierto a lo imprevisto. SM
  • Clandinin, J. (2013). Engaging in narrative Inquiry. Left Coast Press.
  • Clandinin, J. Huber, J., Huber, M., Murphy, S., Murray, A., Pearce, M., y Steeves, P. (2006). Composing diverse identities. Narrative inquiries into the interwoven lives of children and teachers. Routledge.
  • Clandinin, J., Murphy, M., y Huber, J. (2011). Familial Curriculum Making: Re-Shaping the Curriculum Making of Teacher Education. International Journal of Early Childhood Education, 17(1), 9-31.
  • Delory-Monberger, C. (2007). Elementos de una antropología del sujeto intercultural. Revista Anthropos, huellas del conocimiento, 216, 42-49.
  • Hoyuelos, A. (2006). La estética en el pensamiento y obra pedagógica de Loris Malaguzzi. Octaedro, Rosa Sensat.
  • Hoyuelos, A. (2007). Documentación como narración y argumentación. Aula de Infantil, 39, 5-9.
  • Huber, J., Farmer, J., Reid, N., Desrochers, C., y Mckenzie-Roblee, S. (2016). The Potential of Familial and School Curriculum-Making Worlds in Teacher Education. McGill Journal of Education / Revue des sciences de l'éducation de McGill, 51(3), 1037–1059. https://doi.org/10.7202/1039627ar
  • Malaguzzi, L. (2001). La educación infantil en Reggio Emilia. Octaedro, Rosa Sensat.
  • Martín, D., Blanco, N., y Sierra, J.E. (2019). El proceso de creación curricular en estudiantes de educación secundaria. Una indagación narrativa. Profesorado. Revista de Currículum y Formación de Profesorado, 23(2), 377-395. doi:10.30827/profesorado.v23i2.9692
  • Molina, M.D. (2017). El mundo de Rosi. En Contreras, J. (Coord.), Enseñar tejiendo relaciones. Una aproximación narrativa a los docentes y a sus clases de Educación Infantil y Primaria (pp. 101-103). Morata.
  • Olson, M. (2000). Curriculum as multistoried process. Canadian Journal of Education, 25(1), 169- 187.
  • Rinaldi, C. (2011). En diálogo con Reggio Emilia: escuchar, investigar, aprender. Grupo Editorial Norma S.A.C.
  • Sendra Mocholí, Cristina; Arbiol González, Clara. (2019). Naturaleza, saber y narrativa. A la búsqueda de una relación sensible con el mundo natural y con el saber. Revista Interuniversitaria de Formación del Profesorado, 94(33.3), 159-174. https://doi.org/10.47553/rifop.v33i3.75358
  • Van Manen, M. (2010). El tono en la enseñanza. El lenguaje de la pedagogía. Paidós.
  • Winnicott, D.W. (1992). Realidad y juego. Gedisa.
Data source: Dialnet