PEDAGOGICAL INTERACTIONS AND ITS RELATIONSHIP TO THE PARTICIPATION PROMOTION IN EARLY CHILDHOOD

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Published: 2011-03-15
DOI: https://doi.org/10.11600/ale.v3i1.34
Keywords:
Interactions, children, early childhood, participation, democracy, education

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Andrea Jiménez Pinzón
Paola Andrea Londoño Borrero
María Janeth Rinta Piñeros
Nisme Pineda

Abstract

This paper presents the theoretical development built with the contributions and learning achieved in the group sessions Research Line Children, youth and family during the course of the Masters in Educational and Social Development - Cohort 22: 2008-2010 -. The development of this writing, in a particular way develops the question: institutional contexts of early childhood education, ¿how pedagogical interactions contribute in promoting participation in early childhood?; To address the question the authors pass through the representations of society , educational institutions and adult and that constitute around development of children identified in early childhood and such representations and dialogue and / or conflict with pedagogical models, political models - like democracy - and the prospect rights, particularly the participation.

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Vol. 3 No. 1 (2011)

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Resultados de investigación
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