Haciendo de las transiciones educativas procesos participativosDesarrollo de herramientas metodológicas

  1. Sierra Martínez, Silvia
  2. Parrilla Latas, Ángeles
Revista:
Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

ISSN: 1577-4147

Ano de publicación: 2019

Título do exemplar: La inclusión educativa y social a debate

Volume: 49

Número: 3

Páxinas: 191-209

Tipo: Artigo

DOI: 10.30827/PUBLICACIONES.V49I3.11409 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Publicaciones: Facultad de Educación y Humanidades del Campus de Melilla

Resumo

The aim of this paper is to analyze the collaborative construction of a Plan to support the transition to primary education developed in an infant and primary school in Galicia (Spain). The Plan was elaborated following a methodological consensus process, based on dialog and shared analysis of experiences designed and developed with different participants including 25 pupils, 13 families and 4 teachers. Participative activities and instruments were designed to collect data as writing and reflective conversation; drawing-conversation; tours and school visits; elaboration and analysis of symbolic objects; and photo-elicitation. Data analysis of information followed a multiple, thematic, interpretive and chronological content analysis. Results identified three unusual elements that greatly contribute to the robustness and sucess of the process: the community approach, the participative design of the Plan; and the situated character of the Plan that considers the personal and structural conditions an needs surrounding it.

Referencias bibliográficas

  • Alvarado, S. V., & Suárez, M. C. (2010). Las transiciones escolares: una oportunidad de desarrollo integral para niños y niñas. Revista Infancia Imágenes, 9(1), 70-84.
  • Argos, J., Ezquerra, P., & Castro, A. (2019). La transición entre Educación Infantil y Educación Primaria. Fundamentación, experiencias y propuestas para la acción. Madrid: La Muralla.
  • Babic´, N. (2017). Continuity and discontinuity in education: example of transition from preschool to school. Early Child Development and Care, 187(10), 1596-1609.
  • Bennet, J. (2006). Debemos aprender a ver las transiciones en las vidas de los niños de una forma mucho más positiva. En Bernard Van Leer Foundation, Las transiciones en los primeros años: una oportunidad para el aprendizaje. Espacios para la Infancia (pp. 14-21). La Haya: Fundación Bernard van Leer.
  • Campbell Clark, S. (2000). Work/family border theory: A new theory of work/family balance. Human relations, 53(6), 747-770.
  • Castro, A., Argos, J., & Ezquerra, P. (2015). La mirada infantil sobre el proceso de transición escolar desde la etapa de educación infantil a la de educación primaria. Perfiles educativos, 37(148), 34-49.
  • Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner Research for the Next Generation. Nueva York: Teachers College Press.
  • Cornwall, A. (2008), Unpacking “Participation” Models, Meanings and Practices. Community Development Journal, 43(3), 269–83.
  • Dail, A.R., & McGee, L. M. (2008). Transition to kindergarten: Reaching back to preschoolers and parents through shared summer school. Childhood Education, 84(5), 305-311.
  • Dockett, S., & Perry, B. (2001). Starting School: Effective Transitions. Early Childhood Research and Practice, 3(2), 1-14.
  • Fabian, H., & Dunlop, A. (2007). Outcomes of good practice in transition processes for children entering primary school. La Haya: Fundación Bernard van Leer.
  • Fabian, H., & Dunlop, A. (Ed.) (2002). Transitions in the Early Years: Debating continuity and progression for children in early education. Londres: Routledge Falmer.
  • Featherstone, S. (2004). Smooth Transitions. Nursery World, 104(3919), 14-15.
  • Gairín, J. (2007). El reto de la transición entre etapas educativas. En S. Antúnez, et al. (Coords.), La transición entre etapas. Reflexiones y prácticas (pp. 31-40). Barcelona: Graó.
  • Galton, M., & Morrison, I. (2000). Concluding comments. Transfer and transition: the next steps. International Journal of Educational Research, 33(4), 443-449.
  • Galton, M., Morrison, I., & Pell, T. (2000). Transfer and transition in English schools: reviewing the evidence. International Journal of Educational Research, 33(4), 341-363.
  • Gimeno Sacristán, J. (2007). La diversidad de la vida escolar y las transiciones. En S. Antúnez (Coords.), La transición entre etapas. Reflexiones y prácticas (pp. 13-21). Barcelona: Graó.
  • Janus, M., & Offord, D. R. (2007). Development and psychometric properties of the Early Development Instrument (EDI): A measure of children’s school readiness. Canadian Journal of Behavioural Science, 39(1), 1-22.
  • Kagan, S.L., & Neuman, M.J. (1998). Lessons from three decades of transition research. The Elementary School Journal, 98(4), 365-379.
  • Kaplun, C., Dockett, S., & Perry, B. (2017). The starting school study: Mothers’ perspectives of transition to school. Australasian Journal of Early Childhood, 42(4), 56-66.
  • Kraft-Sayre, M.E., & Pianta, R.C. (2000). Enhancing the transition to kindergarten. Virginia: University of Virginia, National Center for Early Development y Learning.
  • Martínez-Muñoz, M., & Pinya i Salomó, C. (2015). La transición primaria–secundaria en los Institutos–Escuela en Catalunya. Revista electrónica Interuniversitaria de formación del profesorado, 18(2), 57-72.
  • Miles, M., Huberman, A., & Saldana, J. (2013). Cualitative data analysis: A Methods Sourcebook. Londres: Sage Pub.
  • Miller, K. (2015). The Transition to Kindergarten: How Families from Lower-Income Backgrounds Experienced the First Year. Early Childhood Education Journal, 43(3), 213-221.
  • Moreno, M.R., & Branco, A.M. (2014). Desenvolvimento das significações de si em crianças na perspectiva dialógico-cultural. Psicología em Estudo, 19(4), 599-610.
  • Murillo, F.J., & Hidalgo, (2017). Hacia una investigación educativa socialmente comprometida. Revista Iberoamericana de Evaluación Educativa, 10(2), 5-8.
  • Myers, R., & Landers, C. (1989). Preparing children for schools and schools for children. Estados Unidos: Consultative Group on Early Childhood Care and Development.
  • Niesel, R., & Griebel, W. (2007). Enhancing the competence of transition systems through co-construction. En A.-W. Dunlop, y H. Fabian (Eds.), Informing transitions in the early years. Research, policy and practice (pp. 21–32). Inglaterra: McGraw-Hill.
  • Nind, M. (2014). What is inclusive research?. Londres: Bloomsbury.
  • Peralta, V. (2007). Transiciones en Educación Infantil: un marco para abordar el tema de la calidad. Washington: OEA.
  • Pia, R., & Kohen, D. (2006). School readiness assessment of young children: international practices y perspectives. Estados Unidos: UNICEF.
  • Pietarinen, J., Pyhältö, K., & Soini, T. (2010). A horizontal approach to school transitions: a lesson learned from Finnish 15-year-olds. Cambridge Journal of Education, 40(3), 229-245.
  • Ramey, S. L., & Ramey, C. T. (1998). Commentary. The transition to school: Opportunities and challenges for children, families, educators, and communities. The Elementary School Journal, 98(4), 293–295.
  • Rimm-Kaufman, S. E., & Pianta, R. C. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491–511.
  • Skouteris, H., Watson, B., & Lum, J. (2012). Preschool children’s transition to formal schooling: The importance of collaboration between teachers, parents and children. Australasian Journal of Early Childhood, 37(4), 78-85.
  • Valls, G. (2003). La transición de Primaria a Secundaria. Cuadernos de Pedagogía, 327, 64-66.
  • Van Gennep, A. (2008). Los ritos de paso. Madrid: Alianza.
  • Vogler, P., Crivello, G., & Woodhead, M. (2008). La investigación sobre las transiciones en la primera infancia: Análisis de nociones, teorías y prácticas. Cuadernos sobre Desarrollo Infantil Temprano N° 48. La Haya: Fundación Bernard van Leer.
  • Woodhead, M., & Moss, P. (2007). Early Childhood and Primary Education: Transitions in the Lives of Young Children. Reino Unido: The Open University.
  • Young, M. (2002). From early child development to human development. Washington: World Bank.
Fonte de datos: Dialnet