Percepciones sobre participación infantil de docente y espacios de promoción en las aulas del Centro de Desarrollo Infantil Hogares Soacha.

Abstract

In early childhood, the need to generate dialogues about child participation is recognized, therefore this project was proposed that seeks to analyze the teachers' perceptions of child participation and the promotion spaces in the classroom of the children of the Hogares Child Development Center. Soacha I in order to enhance and cultivate the importance of spaces for promotion and active participation in the first years of life.

The methodology is developed under a qualitative approach with a narrative scope, focused on the interpretation of children's experiences in the context of CDI. This methodology makes it possible to collect and analyze the narratives that emerge from the interactions and perceptions of the actors involved. in the process, contemplating techniques and instruments such as: Participant observation (observation matrix), semi-structured interviews (questionnaires) and analysis of documentary sources (analysis matrix) which allowed collecting the data necessary for the interpretation of the findings that are relevant to identify children's participation in the pedagogical field.

Given the findings obtained in the research process, a pedagogical commitment is reflected in the CDI to mobilize practices that include participatory scenarios from a recognition of the emotional and social aspects of children with the establishment of close dialogues, however, some barriers are observed that They limit the active inclusion of children in the decision-making processes within the classroom and especially in the creation of spaces that allow the free expression of their ideas.

Finally, the need to involve a social commitment is evident from the creation of public policies that recognize children as subjects who must be listened to, validated and, of course, in order to mobilize participatory spaces, training commitments are built for teachers who give them allows us to strengthen the process of participation and promotion of democratic spaces and with this the understanding of comprehensive development and its influence on the learning process of children.