Educational policies and activities for preschool children: Reflections from the cultural-historical approach and activity theory

Abstract

Educational activities employed with preschool children<br />have significance in their development and preparation for<br />school learning. For this reason, it is necessary to analyze<br />the relationship established between educational policies<br />and educational activities for the preschool population in the<br />Colombian context. In this paper, these two aspects interact to<br />contribute to its conclusion. The teacher’s task is to promote<br />the integral development of children and ensure an optimal<br />level of preparation for schooling. Considering current<br />pedagogical practice, this task is not successfully carried out<br />as required by the objectives of educational policy. However,<br />monitoring this psychological and pedagogical approach<br />based on cultural-historical theory highlights both theoretical<br />foundations and methodological pathways for innovating with<br />regard to the educational status of preschool.