English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

The aim of the study reported in this article was to focus on the state of the art of public policy for teacher training, particularly for teachers of young children, over the last fifteen years in Colombia. For this reason, a study was carried out which involved an extensive bibliographical revision of legal norms, articles and research studies in the field. The results provided evidence of an increase in the importance of young children´s education in recent years, mainly within the framework of new policies for young children.  Although legislation reveals new and innovative educational parameters, there is particular emphasis on external assistance. This is reflected in the social vision of childhood as a moment which is restricted to care. This vision decreases the importance of planned educational interventions and of educational aspects in general, aggravated by the lack of professional staff in childhood education who concentrate on this particular area and who develop practical knowledge. The study recommends investing in teacher training, and values the carrying out of research in the area as well as promoting greater staff professional development, taking into account the valuing of staff working in childhood education.

Las políticas públicas nacionales de Colombia para la formación de educadores infantiles