Beruflich Dokumente
Kultur Dokumente
4
5
5. Usar el conocimiento de
1. Promover el desarrollo y
contenidos para desarrollar
aprendizaje infantil
un currculo significativo
2. Construir relaciones con la
6. Ser profesional
familia y comunidad
7. Experiencias de campo.
8
Qu significa tener buenos
maestros de educacin infantil?
De acuerdo a ISSA de 4. Evaluacin y
Europa, los educadores Planificacin
competentes del siglo 21
5. Estrategias de Enseanza
deben ser excelentes en:
6. Ambiente de Aprendizaje
1. Interacciones
7. Desarrollo Profesional
2. Familia y Comunidad
3. Inclusin, diversidad y
valores de la democracia
Educadores de Calidad
Buen conocimiento del desarrollo infantil
y el aprendizaje;
Educadores de Calidad
11
Conocimientos y destrezas
del siglo XXI
12
Cmo lidiar con temas importantes:
diversidad de habilidades y diversidad
cultural y lingstica, efectos de la pobreza
en el desarrollo infantil (Whitebook y
Ryan, 2011).
Ms atencin:
al nio y la familia
(Maxwell, Lim y Early, 2006; Ray, Bowman, y Robbins, 2006; Whitebook, Bellm, Lee, y
Sakai, 2005). 14
Que valore:
Referencias:
Benner, S. & Hatch, J. (2010) From the editors: Preparing early childhood educators for 21st century children,
Journal of Early Childhood Teacher Education, 31 (2), 103-105, DOI: 10.1080/10901021003781080
Burnett,
C.
(2010).
Technology
and
literacy
in
early
childhood
educational
settings:
A
review
of
research.
Journal
of
early
childhood
literacy
,
10
(3),
247-270.
Hattie,
J.
(2003).
Teachers
make
a
difference:
What
is
the
research
evidence?.
Auckland,
Australia:
University
of
Auckland
&
Australian
Council
for
Educational
Research.
International
Step
by
Step
Association
(ISSA).
(2010).
Competent
Educators
for
the
21st
Century.
Disponible
en:
http://
tandis.odihr.pl/documents/hre-compendium/rus/CD%20SECT%205%20EVAL/V_97_2_ENG.pdf
Maxwell,
K.
L.,
Lim,
C.
I.,
&
Early,
D.
M.
(2006).
Early
childhood
teacher
preparation
programs
in
the
United
States:
National
report.
University
of
North
Carolina,
FPG
Child
Development
Institute.
Chapel
Hill,
NC:
FPG
Child
Development
Institute.
NAEYC.
(2011).
2010
NAEYC
Standards
for
initial
and
advanced
early
childhood
professional
preparation
programs.
NAEYC
/
National
Association
for
the
Education
of
Young
Children.
Washington,
D.C.:
NAEYC
/
National
Association
for
the
Education
of
Young
Children.
20
New,
R.
S.,
Ritchie,
S.,
&
Boone,
H.
(2009).
Issues
in
PreK-3rd
education:
21st
Century
teacher
education
for
FirstSchool:
A
model
of
collaborative
inquiry
(#8).
Chapel
Hill:
The
University
of
North
Carolina
at
Chapel
Hill,
FPG
Child
Development
Institute,
FirstSchool.
NICHD
Early
Childhood
Research
Network.
(2005).
Before
Head
Start:
Income
and
ethnicity,
family
characteristics,
child
care
experiences,
and
child
development.
En
Child
care
and
child
development:
Results
from
the
NICHD
Study
of
Early
Child
Care
and
Youth
Development
(pgs.
127-139).
New
York,
NY,
Estados
Unidos:
Guilford
Press.
Organizacin
para
la
Cooperacin
y
Desarrollo
Econmicos
(OCDE).
(2012).
Encouraging
quality
in
early
childhood
education
and
care
(ECEC):
Research
brief:
Qualijications,
education
and
professional
development
matter.
Disponible
en:
http://www.oecd.org/edu/school/49322232.pdf
UNESCO.
(2010).
Atencin
y
educacin
de
la
primera
infancia:
Informe
regional
de
Amrica
Latina
y
el
Caribe.
UNESCO,
Organizacin
de
las
Naciones
Unidas
para
la
Ciencia
y
la
Cultura.
Mosc:
UNESCO.
Whitebook,
M.,
&
Ryan,
S.
(2011).
Degrees
in
context:
Asking
the
right
questions
about
preparing
skilled
and
effective
teachers
of
young
children.
NIEER
Policy
Brief
(Issue
22,
April).
New
Brunswick,
NJ:
National
Institute
for
Early
Education
Research.
21