La formación del educador infantil desde la experiencia de acompañamiento en la práctica pedagógica.

Abstract

This article is the result of the experience acquired for years in the process of accompanying those who by decision and conviction assume the responsibility of educating the youngest children. It seeks to highlight the pedagogical practice as an element that favors the training process of early childhood educators, starting from the identification and understanding of the social realities in which they are immersed in their work and how this recognition invites them to articulate coherently the construction of their knowledge with those aspects that surround childhood. Similarly, it is intended to provide elements to re-signify the teaching work by giving a privileged place to research, which will enable an intrinsic transformation of their practice, as well as of the contexts in which children are present; linked to this, to understand the need to reflect and systematize the pedagogical experience to achieve significant developments with children from the teaching and learning processes. Finally, we will reflect on the role of the guidance teacher, as an active agent who jointly builds with the teachers in training their path toward professionalization.