Abstract
Significant advances in psychology and neuroscience research has contributed to a deepened understanding that the first two years of life are a critical period for brain development. The lack of stimulating experiences produces deficits in physical, cognitive and especially emotional health of babies. For this reason, it is essential to provide intentional pedagogical experiences to children from birth to two years old, through quality early childhood education. This, however, requires competent and well-trained professionals and paraprofessionals, whose preparation and learning opportunities are aligned with the roles and responsibilities they must fulfill in their professional lives. The objective of this study was to explore, through interviews with paraprofessionals and literature reviews, the roles and responsibilities of Chilean practitioners who work with infants and toddlers, and compare these results with the initial training curriculum. Both convergences and discrepancies were found, which enabled the elaboration of recommendations for initial training and public policies in early childhood education.
Highlights
10 ANÁLISIS DE LOS ROLES Y RESPONSABILIDADES DE LAS TÉCNICOS EN EDUCACIÓN PARVULARIA EN EL NIVEL SALA CUNA: UNA CONTRIBUCIÓN A SU FORMACIÓN INICIAL - M
This, requires competent and well-trained professionals and paraprofessionals, whose preparation and learning opportunities are aligned with the roles and responsibilities they must fulfill in their professional lives
The objective of this study was to explore, through interviews with paraprofessionals and literature reviews, the roles and responsibilities of Chilean practitioners who work with infants and toddlers, and compare these results with the initial training curriculum
Summary
El nivel de sala cuna se caracteriza por una marcada dependencia del niño o niña frente al adulto, por quien desarrolla un fuerte apego, que le sirve como base para su subsistencia y le permite ir conquistando poco a poco su autonomía, gracias a la emergencia de capacidades cruciales como el lenguaje y la locomoción (Goldschmied & Jackson, 2004). Entonces, requiere de adultos con altas expectativas respecto del aprendizaje y desarrollo de niños y niñas, que sean capaces de establecer vínculos sólidos y seguros, que utilicen el lenguaje para acompañarlos en el proceso de significación de la realidad y que hagan lectura comprensiva de las razones de sus acciones (Dalli & White, 2015). Cuando nos referimos al nivel de sala cuna, debemos pensar en la educación y el aprendizaje en un sentido amplio, que incluye el afecto (Page et al, 2013; Lally & Mangione, 2006), la escucha activa (Rinaldi, 1999), y el movimiento (Pikler, 1940), además del resguardo de la seguridad y el cuidado. Nada se logra cuando son solo las educadoras o técnicos quienes declaran poseer “todo el conocimiento” sobre los niños y niñas, y ven a los padres como carentes o incapaces (Ibíd.)
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