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Education
0-6 years
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Children
in Poor Countries
Helen Penn
Most pedagogical models that are used have been created in
the «West», where the child lives in a benign
environment. However, this is not the case in so-called developing
countries, poor countries. On the basis of her experience
in South Africa, Helen Penn would have us rethink certain
values, which, from our perspective, seem universal to us. |
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School
for ages 0-3
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The
Limits of School
Penny Ritscher
School is not a closed context. Systematic observation of
what children do is evidence of their interest in knowing
limits and what is beyond them. The educator must acquire
an attentive attitude that can give value to the curiosity
children have about the world and contribute to re-elaboration
and enrichment of their own discoveries. |
The
Story Case
Rosa Simon
The story case is an experience that uses puppets to bring
stories to life. The magic, plus the story in itself, lies
in the way the narrative is presented since it is always done
through a ritual in which music and the children are involved
as soon as the case is opened.
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School
for ages 3-6 |
Talking
and Listening When We Are Many and When
We Are Few
Elisabet Abeyà
Anyone who is in close contact with pre-schoolers can see
how their communciation skills increase when they have the
chance to put them into practice. Talking and listening require
time. When a child has something to say he or she needs someone
to listen, look at them, not interrupt them, and who isn’t
doing something else at the same time. The child needs to
feel that he or she can be important to someone else. |
Evaluation:
Have We Given Up?
David Altimir
The debate on evaluation is one of the most frequent: what
instruments, when, under what criteria, etc. The discussion
on evaluation is almost always controversial and inevitably
leads to a feeling of dissatisfaction in terms of what the
school is putting forward. However, the ongoing research on
evaluation is a sign of the good health of the schools, since
evaluation is a place where our declarations –implicit
or explicit– of most of the philosophical, pedagogical
and ethical principles of our educational projects are at
stake.
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Children
and Society |
Timetable
and Calendar from
0-6. Round Table with the Trade Unions
Mònica Garcia
Different studies published recently have brought an –already
somewhat worn– debate up to date in relation to the reconciliation
of family and working life, and the need to adapt school timetables
and calendars to the new needs of society. Infància
sponsored a round table with representatives of the three
largest trade unions in Catalonia, fete-ugt, conc and ustec
to talk about these questions and their proposals. |
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Children
and health |
The
Paediatrician Who Listens
Elisenda Trias and Yolanda San Martín
On the basis of normal practice at the paediatrician’s,
the consideration of new ideas on children and different national
and international declarations on the concept of health, this
article propose ways of focussing this work based on three
basic coordinates: ongoing training, an attitude based on
listening to the child and his other family, and health education
that is adapted to each context. |
Hygiene,
Eating, Affection and Stimulus. Interview
with Nolasc Acarín, neurologist
Infància
It is the brain that is now the great unknown marvel of the
human body. There are still many mechanisms to be investigated.
Dr. Nolasc Acarín, head of Neurology at the Hospital
de la Vall d’Hebron and Professor at the Universitat
Pompeu Fabra, explains the brain’s basic components and
also what must be done to keep it well nourished, in every
sense. |
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