Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This essay emerges as a different approach to knowledge, where the experiences lived by three Colombian teachers practicing at the preschool, basic and secondary education levels, reveal the realities of their work contexts and the opportunities that have arisen to promote self-regulation of the learning of their students during a hostile social environment and with deficiencies of all kinds. This commitment is derived from the collaborative study “Influence of the social environment on the self-regulatory capacity of students in Colombia” carried out by 23 researchers from the master’s degree in education of the Minuto de Dios University Corporation – UNIMINUTO, which began in March 2022 and was completed. in October 2023. The methodology used in the essay is descriptive-hermeneutic, because each of the three experiences is detailed as the teachers have lived them and subsequently their analysis is carried out based on the following categories: self-regulation of learning, social environment, educational practice, and social phenomena. In each anecdote, the voice of the actors is revived, but also the intervention of culture and social aspects in the learning of students and the transformation of communities. In conclusion, it is established that the social environment is essential in the self-regulation of learning; However, classroom management by the teacher, peer relationships and family support can considerably mitigate contextual difficulties, thus promoting the improvement of the community and the transformation of its territories.

Introduction. Early stimulation (ET) is crucial for the development of children aged 0 to 5. However, in the Nelson Pérez neighborhood of Ciénaga, Magdalena, they face challenges limiting their access to proper early stimulation. These challenges include parents and caregivers' lack of awareness about the importance of ES, economic limitations, and the influence of the pandemic that increased the use of electronic devices as a replacement for ET. Moreover, many children have adolescent parents with limited education and live in resource-constrained households, a situation significantly impacting child development that requires a comprehensive analysis to understand its causes and long-term consequences. Objective. To understand the reasons behind the lack of early stimulation by parents and/or caregivers in children aged 1 to 5 in the Nelson Pérez neighborhood of Ciénaga, Magdalena. Methodology. The study employed a qualitative research approach using interviews, observation, and content analysis to comprehend the reasons behind the lack of early stimulation in children aged 0 to 5 in the Nelson Pérez neighborhood of Ciénaga, Magdalena. It worked with a non-probabilistic sample of 10 parents/caregivers and two educational agents from the "Children of the New Future" Care Unit. Semi-structured interviews were conducted, and data were qualitatively analyzed to identify the causes of the lack of early stimulation in the community. Results. It emphasizes the need to promote early stimulation and family education, highlighting the importance of inter-institutional collaboration to address this challenge and promote the optimal development of children from their early years. Conclusions. The need to promote early stimulation and family education is emphasized, highlighting the importance of inter-institutional collaboration to address this challenge and foster the optimal development of children from their early years.

The State of Chile rectified the Convention on the Rights of the Child (CRC) in 1990, assuming a legally binding commitment: respect, protect, guarantee, repair and restore the rights of children and adolescents. With the promulgation of the Law on Guarantees and Comprehensive Protection of the Rights of Children and Adolescents (2022), and five years after the implementation of the Ombudsman for Children, the country shows signs of guarantees in the exercise of children's rights and adolescence. Chile is an upper-middle-income country in the OECD; In 2020, investment in children and adolescents and their families increases. However, the gaps for the full exercise of rights and the comprehensive development of children and adolescents, especially inequality and poverty, remain. Education and participation are rights and also pillars: they help to fulfill all other rights. Thus, the educational system is constituted not only as a scenario and mechanism for the fulfillment of the right to education, but also as a key space for the exercise of all rights. There is no link between the school system and the rights approach, despite the repeated coincidences in purposes, objectives, and the relevance of participation strategies and associated theories (coming from the rights approach) to implement in educational establishments, not only academic purposes, but also educational purposes and the exercise of rights, which both the school system and the State as a whole must fulfill. Keywords: rights approach, childhood and adolescence, participation, educational system.

Play is a tool of great relevance for the comprehensive development of children, since it is present in their lives from the first years of life and continues to be present throughout their history, thus facilitating the processes of socialization, communication and learning. The main objective of this research has been to understand the play experiences of boys and girls aged 5 to 6 years, in an educational institution in the town of Engativá in the city of Bogotá. From this initial objective, certain specific objectives have been established: a) identify the current theoretical and conceptual references in the play experiences of boys and girls aged 5 to 6 years, establishing categories of analysis to answer the research topic; b) categorize the data obtained through the information collected in boys and girls aged 5 to 6 years; c) analyze the play experiences of boys and girls aged 5 to 6 years, in an educational institution in the town of Engativá in the city of Bogotá. To this end, a study was carried out with a phenomenological qualitative approach, conducting an in-depth interview, taking into account some categories of analysis with 12 children between 5 and 6 years of age, it was concluded that play is an activity that expands knowledge of life, being crucial for physical, psychological and learning development, becoming a tool to express feelings, emotions and thoughts.

This research aims to examine the use of screens during early childhood in the home environment, through the perspective of the adults responsible for the care and upbringing of boys and girls. It starts from the premise of the importance of play from birth and its fundamental role during childhood and throughout life, and questions whether the use of screens at an early age may influence the development of play. To achieve this, an asynchronous and voluntary questionnaire was designed and administered to a group of caregivers responsible for children aged 45 days to 6 years, belonging to seven early childhood institutions (daycare centers and kindergartens). The results obtained indicate that families appear to have limited knowledge regarding the effects of inappropriate screen usage and demonstrate a significant need for information on this matter, in order to preserve the health and essence of childhood.

The theme is based on the project entitled “The cordel and the Woodbook at the Festas Juninas” which enabled children's development in aspects of oral language and artistic language with children. In this context, the objective was to report the experience with cordel and woodcuts in Early Childhood Education, in order to highlight the results of this educational work. It took place in a municipal early childhood education center in Northern Paraná with five-year-old children. Based on this descriptive study, an experience report, combined with bibliographical research, with the theoretical-methodological references of historical-critical pedagogy and historical-cultural psychology. We consider the relevance of this study in an attempt to enable a pedagogical praxis that is underdeveloped in the South Region, but which is extremely relevant to promote an exchange between the paths of orality and art with recitals in stories told through the interpretation of staged visual arts by children.

As a place of research, the body materializes the subjective and is built from experiences. Therefore, exploring corporeally performed children's manifestations, the construction of gender takes a central place. To investigate this, we conducted a case study with two groups in early and middle childhood, where 14 girls and 27 boys from a private school in Medellín, Colombia participated. The notions expressed by them evidenced the persistence of binary conceptions that appear in preschool, but also emerge in elementary school. Their ways of playing showed proximities and distances with cultural impositions, and their stories reaffirmed the need to give value to their discourses as well as to their ways of interacting.

This study focuses on understanding the reading habits and socio-emotional development of girls ages 10 to 13 in a non-profit foundation. The research is based on the lack of interest in reading, attributed to cultural, contextual and educational factors. 24 bibliographic searches were carried out to analyze socio-emotional development and disinterest in reading, classifying them as high, medium and low relevance. The methodology adopts a qualitative approach with the theoretical framework of phenomenology, highlighting the subjectivity of reality. Key results highlight the importance of parental participation and co-responsibility, promoting the habit of reading from childhood. It is advocated to consider girls' reading preferences, avoiding the use of reading as punishment. Routines are proposed to generate autonomy, regardless of socioeconomic conditions. The need to educate about emotional recognition and control is also highlighted. The central problem is the lack of interest in reading and socio-emotional development, evidenced in girls' resistance to reading, attributed to the absence of habits and tools in the family environment. The research questions seek to understand and analyze these experiences. The objectives include analyzing, understanding, identifying and finding out factors associated with disinterest. The justification highlights the relevance at the family, social and educational level, underlining the importance of the family in reading training and the need to develop critical and social skills through reading in childhood and adolescence.

Este artículo tiene como objetivo explorar las representaciones sociales del cuerpo de niños y niñas en el municipio de Guapi en el departamento del Cauca, Colombia. Por una parte se problematizan los preceptos sobre las formas de estudiar y concebir la infancia durante los siglos XX y XXI que la sitúan como universal en todas las sociedades; mientras que por otra se retoman las teorías sobre las representaciones sociales de infancia y de cuerpo. La información fue recogida a través de observaciones, entrevistas y conversaciones cotidianas con niñas, niños y adultos cuya ocupación estuviera directamente relacionada con la infancia. Los datos fueron analizados mediante los enfoques teóricos desde la antropología social del cuerpo y las representaciones sociales, y desde la psicología cultural del desarrollo basada en las propuestas de los nuevos estudios sociales de la infancia. Los resultados arrojaron que las representaciones sociales del cuerpo de niños y niñas en Guapi se sustentan en la armonía estética, física y emocional entre el cuerpo y el territorio, buscando el endurecimiento físico del primero para un buen desenvolvimiento social e individual en su entorno.

Migration processes mainly from Latin America and the Caribbean have led to an increase in a foreign population in recent years, consequently, in Chile there is a high percentage of enrollment of children from other countries. Therefore, it is necessary to investigate the processes of intercultural education in early childhood, an essential stage to develop knowledge, skills and attitudes, foundations for life, interculturality understood as the relationship between cultures. In this regard, this paper presents the main results of a study that aimed to analyze the intercultural experiences developed in pedagogical practices, from the perspective of four nursery educators, who work in kindergartens in the province of Concepción. For its development, an interpretative paradigm is assumed, through a case study oriented to the qualitative approach. For the collection of information, the semi-structured interview is used and for its analysis a categorization system is designed, with the support of the ATLAS.ti Wed software, version 2023.   From this research it was possible to analyze pedagogical actions that facilitate the development of learning experiences aimed at strengthening interculturality, and in these the recognition of the knowledge of the family to make visible the dialogue between cultures. Keywords:  Intercultural education, Early childhood education, Pedagogical practices