Proyecto de innovación docenteHacia un enfoque globalizador en las didácticas disciplinares del grado de infantil

Abstract

Background: Current legislation declares that content areas become comprehensible by complementarity with other subject areas, thus requiring a didactic design proposal based on a perspective of integrated experiences and learning. However, teachers colleges have course requirements classified according to areas of knowledge, breaking away from the integrated principle (in accordance with legislation), that future teachers should be able to apply in their classroom practice. Method: The aim of this project is to develop an awareness of complementarity among areas of knowledge in Early Childhood Education Degree students as an approach to the integrated teaching and learning of Psychomotor Skills, Mathematics, first and second language (English), Art and Music. The present study follows a Quasi Experimental design. The total sampling was of 28 students in the Early Childhood Education degree program. Results: The most relevant results showed that 60% of the students were unaware of integrated teaching before the project was initiated. Furthermore, 96% of students who completed the survey believed the project to be meaningful and enjoyable. Conclusions: The majority of the students believe that there should be more interdisciplinary connectedness during the degree program, in order to be able to carry out the required integrated curriculum in the early childhood classroom.