The role of the children's teacher |
Posted: January 18, 2019 |
The role of the children's teacher has always been more focused on the relationship they have with children, than in the domain of specific knowledge about early childhood education. Children teachers have a great responsibility and influence on the development of their students. How should preschool educators be? What challenges do you face? The regulation of the necessary training to be a teacher has been key to their professional consolidation. The child pedagogue works with children who are in the earliest stage of life, so the influence exercised on them has a particular impact on the following stages of learning. For all these reasons, the education of the child educator is a complex and difficult matter to elucidate. The technical nature that for so many years had the education of the infant educator produced a deterioration in the social qualification of this professional. Even many institutions still hire people who do not graduate in early childhood education or pedagogy and give them a responsibility for which they are not prepared. This is a problem faced by the training institutions of trainers, and for this reason it is important to configure spaces for permanent reflection on the implications for the future preschool teacher in this social reality. Given this situation, multiple questions arise. How does the preschool educator perceive himself? As a person who likes children. How do others perceive it? As a person who cares for children and who studies to be a teacher because it is an easy career and can not with other disciplines. Are these appreciations real? More than good intentions. Therefore, the teacher specialized in childhood must work to change many factors that affect their training, including their hidden curriculum, ie the experiences of their childhood, the way they learned, both in school and at home and the pressures exerted on him by parents, resources they use for studying like educational blogs, important site or sites, and community in general and institutions, especially in relation to the demands of curricular innovations. The teacher must reevaluate the old school models that pointed to him as the authority in the classroom and the sole holder of knowledge. Also, you must recognize that attending refresher workshops is not enough; It is necessary to reflect on a permanent way about the processes that take place in the classroom and assume a commitment to continuous change, since its formation is a process that never ends. The teacher must interact with the institutions and the parents in relation to the goals of the child's integral development. Currently, an academic garden concept is managed, which is valued more for social and economic considerations than for a good pedagogy. In many institutions, with the support of parents, or induced by them, greater emphasis is given to formal instruction than to spaces for the development of creativity and play; children are subjected to excessive pressures, because it is believed that reading at 3 years old or trying to learn a second language before they speak the mother tongue correctly is an achievement. It is believed that this is learned, that is, cramming the student with knowledge, without considering the criteria of socialization and integral development and, above all, without taking into account the daily experience of the educator with the children. In order to change this vision, healthy educational programs must be designed, in which the individuality of the child and his infantile stage is respected and his passage through the preschool becomes a pleasant and pleasant experience.
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