RECONFIGURACIÓN DE LAS PRÁCTICAS DE EDUCACIÓN INICIAL FRENTE A LAS INFANCIAS DEL SIGLO XXI

Resumen

Early childhood education is undergoing a period of transformation. While the theory of early childhood learning is not new, early childhood education appears to be at a turning point. On the one hand, trends in literacy before entering first grade have expanded rapidly. On the other hand, the public health crisis and its far-reaching effects have refocused attention on play, mental and emotional health, and the socio-emotional development of students; hence, the objective of this scientific essay emerges; Thus, the aim is to reflect on the reconfiguration of early childhood education practices in light of the realities of childhood in the 21st century. Early childhood education in the country is regulated by an official curriculum, which establishes learning objectives and progression, as well as the areas to be addressed. The curriculum adopts a holistic educational approach, promoting inclusion and the development of all children’s abilities. Pedagogical proposals that contribute to the achievement of these goals and to the development of the skills and competencies of children in early childhood education are formulated and justified by their educators based on observation, assessment, and reflection on the learning process of all children.