Currículos de educación preescolar en la RTNC, Nueva Zelanda y Seychelles
un análisis comparativo
DOI:
https://doi.org/10.22633/rpge.v30iesp1.20897Palabras clave:
Análisis curricular comparativo, Educación infantil, Te Whāriki, Política educativaResumen
El estudio tiene como objetivo comparar y contrastar los currículos de educación preescolar en la República Turca del Norte de Chipre (RTNC), Nueva Zelanda y Seychelles, centrándose en la estructura curricular, las filosofías pedagógicas, las estrategias de enseñanza, las prácticas de evaluación, la participación de la familia y la comunidad y las cualificaciones docentes en relación con el desarrollo de las competencias sociales e interpersonales de los niños. Se empleó un enfoque cualitativo de análisis documental, que implicó una revisión sistemática de documentos curriculares oficiales, regulaciones legislativas e informes publicados por organizaciones internacionales. Los resultados muestran que los tres países adoptan enfoques centrados en el niño y basados en el juego que apoyan el desarrollo integral de los niños; sin embargo, las formas en que estos enfoques se conceptualizan e implementan difieren según prioridades nacionales, culturales y educativas. En general, los hallazgos sugieren que la educación preescolar en la RTNC podría fortalecerse mediante la incorporación de prácticas reconocidas internacionalmente, observadas en Nueva Zelanda y Seychelles, en particular aquellas que enfatizan pedagogías centradas en las relaciones, sólidas alianzas con las familias y entornos inclusivos de aprendizaje social.
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