Pedagogical planning for early childhood comprehensive care

Abstract

The present research was undertaken on a ChildDevelopment Center (CDI for Spanish) in the cityof Manizales. Based on a qualitative approach withethnographic design, this research has as fundamentalpurpose aiming to identify the understandings aboutpedagogical planning from CDI educational agents atthe city of Manizales, in the early childhood formativeprocess.In this place, spaces are created to have significantexperiences where each child recognizes himself andthe other, as well as having their ideas, needs andcharacteristics valued. It is also a space in whichgreater importance should be given to early childhoodactivities (play, art, literature and exploration of theenvironment).Within the main conclusions, it is evident that wheninvestigating on how do educational agents fromthe city of Manizales understand CDI pedagogicalplanning, their answers indicate that planning conceptis a little ambiguous when it has to do with defining ittheoretically. It should be noted that one of the mostrelevant conclusions -at first-, when understandingpedagogical planning in the research; is the transitionfrom community mothers to educational agents,who are being qualified to provide comprehensivecare. Likewise, when analyzing CDI from the Cityof Manizales educational agents planning, it is alsodetermined that the mainstream purpose is to providelearning spaces, as educational agents have confusingconcepts when putting pedagogical tasks into practice,whereas they simply see it as topics sequences, but notas a contribution to cohesive pedagogical planningknowledge construction.Some recommendations are the necessity of havingeducational agents being aware of these items, especiallythose who have moved from community mothers toeducational agents. Therefore, it is important to bequalified in order to provide comprehensive earlychildhood care. They should even get to know and beacquainted with the evolutionary process manifestedby children from 0 to 6 year-old, which includesinterrelated aspects that are fundamental to addressfor an adequate development.It is fundamental to comply with the stipulatedstate policy requirements in the “Cero a Siempre”strategy. Consequently, it is crucial an organized,unique and heterogeneous pedagogical planning thatresponds to children individual needs. For designinga plan, requires breaking educational agent individualresistances, and thinking from a differential approachthat benefits learning