Understanding the Educational Framework for Early Childhood Education

Posted on Aug 22, 2024 in Social sciences

What Does a Global Approach to Early Childhood Education Mean?

Structured education and learning for children across different areas of expertise and development is a complex and often debated topic. It’s crucial to consider the holistic way children learn and interact. Therefore, activities and projects should be treated with a global perspective. To help educators identify specific content and activities that support children’s objectives, content is often grouped into the following areas:

Discovery of Self and Others
Discovery of the Environment
Communication and Languages

General Principles of Early Childhood Education Curriculum

The Catalan Language as a Medium for Teaching and Learning

The first cycle of infant education is organized according to the principles of inclusive and coeducational practices.

Key Principles

Educational activities should integrate children’s diverse experiences, promote their overall development, and adapt to their individual pace.
Coordination with the second cycle of infant education should be established whenever possible.

Organization of Early Childhood Education

Early childhood education is organized into two cycles:

0 to 3 years
3 to 6 years (first cycle)

Understanding Inclusive and Coeducational Education

What does “inclusive education and coeducadora” mean?

Special attention should be given to the diversity of children, early detection of specific educational needs, intervention in developmental difficulties as soon as they are detected, and close cooperation between schools and families.

Coeducadora

Coeducadora refers to equal education without discrimination based on gender.

Inclusive

Inclusive means the full integration of any child without discrimination or inequality based on factors such as disability, religious beliefs, or race.

School Governance and Participation

Governing Bodies

The School Board: Composed of the director, members of the management team, representatives of teachers and educators, a parent representative, a council representative, and a representative of non-teaching staff.
The Faculty: Made up of the educational team, including the director and educators.
Direction: Led by the director.
The Association of Parents of Students: Composed of members who have volunteered or been elected.

Functions of the School Board

The School Board is responsible for:

Adopting and evaluating the organizational documents of the center.
Participating in the selection of the center’s director.
Ensuring that the center’s actions comply with the law.
Intervening in the conservation and renovation of school facilities.
Deciding on the admission of students.
Promoting quality improvement in the management of the school’s performance.

Understanding the PEC (Educational Project of the Center)

What is the PEC?

The PEC is the educational project of the center. It encompasses the principles and decisions made by the entire school community, respecting basic educational options and general aspects of the center. It contains the identity, general objectives, and organizational structure of the school.

Parts of the PEC

Signs of Identity

This section answers the question: Who are we as a school? It includes information about the school’s history, geographical location, administrative and legal framework, the ages it serves, and its ideological principles.

General Objectives

This section outlines the overall goals of the center. It aims to answer the question: What does the center aim to achieve? It defines objectives related to education, human resources, institutional and governmental aspects, and economic and administrative matters.

Organizational Structure

This section describes how the center operates. It includes the hierarchy, communication flows, and the roles of different individuals or bodies involved in managing the center. It answers the question: How do we organize ourselves?

Documents Within the PEC

The Teaching Proposal

This document outlines the planning, preparation, and evaluation of the educational team’s work. It should be based on context analysis, aligned with the school’s identity, and aimed at achieving the general objectives.

The Coexistence Plan

This plan is developed by a coexistence committee (director, a member of the educational team, an AMPA representative, and a specialized professional). It addresses the school’s specific needs and sets improvement targets.

The Language Project

This document expands on the principles that define the school’s identity, specifically regarding language use and education.

The Quality Project

This project requires a separate committee with specific goals and follows the guidelines of an external consulting firm to ensure the center meets quality standards.

The Language Project and the Coexistence Plan

What is the Language Project?

The Language Project is an extension of the principles that determine the school’s identity, focusing on language treatment, education, and use. It’s particularly relevant in multilingual school environments.

What is the Coexistence Plan?

The Coexistence Plan is developed by a committee and outlines rules and strategies to promote a positive and respectful school environment. It’s crucial for fostering a harmonious atmosphere where everyone feels safe and respected.

Internal Regulations and the Educational Commitment Letter

What are the Internal Regulations?

The Internal Regulations are a document that governs the organization and functioning of the school. It includes rules to ensure compliance with the Coexistence Plan established in the PEC.

Purpose of the Educational Commitment Letter

The Educational Commitment Letter aims to promote communication, participation, and engagement between schools and families in the education of children and youth. It serves to:

Improve information and communication between school and families.
Share the principles and contents of the PEC with students and families.
Enable students and families to exercise their rights and fulfill their obligations.
Strengthen the link between school and family.
Promote a sense of belonging for students and families.
Encourage family involvement in education.
Promote coherence among educational agents.
Foster peaceful coexistence and a positive school climate.
Involve families in adopting alternative or complementary educational measures to meet students’ specific needs.