RIECU: The early childhood education-centre for teachersuniversity Network. Analysis of children’s learning achievements through the project approach

espanolSe presenta un proceso de investigacion-accion realizado en 2012/13 sobre la Red de Infantil Escuela-Centro de Formacion del Profesorado Universidad. Esta red se construye para investigar colaborativamente el metodo de Proyectos de Trabajo (en adelante, PT) en las aulas infantiles. Esta integrada por maestras y ninos de infantil, asesora del centro de profesorado, investigadoras y estudiantes. Participan en RIECU 538 personas. Desde un paradigma cualitativo se han analizado los aprendizajes de los ninos al participar en RIECU, segun la opinion manifestada por las maestras, las familias, la asesora, las investigadoras y los estudiantes. Se ha utilizado la entrevista semiestructurada, el focus group y los diarios de investigacion para recabar informacion. Los hallazgos mas relevantes se refieren a: (1) los ninos de infantil obtienen beneficios al utilizar los PT como enfoque de investigacion para aproximarse al conocimiento y (2) adquieren nuevas actitudes frente al saber, como iniciativa, seguridad y responsabilidad. EnglishThis paper presents a research-action project carried out in 2012/13 in relation to the Early Childhood Education-Centre for Teachers-University Network. This network has been constructed to collaboratively research the Project Approach (hereinafter, PA) in Early Childhood Education classrooms. It is made up of teachers and pupils of Early Childhood Education, an adviser from the Continuing Professional Development Centre for Teachers, university researchers, and undergraduate students. The total number of people involved in the RIECU network is 538. From a qualitative paradigm, this work aims at analysing the learning outcomes achieved by the children through their participation in the RIECU network, based on the opinions expressed by the teachers, the families, the adviser, the researchers, and the undergraduate students. Semi-structured interviews, a focus group, and research journals were used to compile information. The most relevant results were: (1) the children obtain benefits by using the PA as a means of approaching knowledge; and (2) they acquire new attitudes towards knowledge, such as initiative, self-assurance, and responsibility.