Criterios para el análisis y elaboración de materiales didácticos coeducativos para la educación infantil

Abstract

This article deals with a subject of interest for the scientific community and for the teaching practice in the Early Childhood Education Degree or in the own mentioned stage, since it reflects about the use and the preparation of didactic materials for this educational period from a gender perspective. With the intention of taking consciousness on the importance of applying this approach in the educational and learning processes, the terminological and conceptual borders of notions such as “material”, “means” or “resource” have been studied; the specific characteristics of the first years of schooling have been delimited; and a series of criterions about the profits of coeducation have been systematized. All this contributes to specify terms, whose borders are not always sufficiently defined, and to appreciate the importance to take into account a gender vision in the educational practice, if we expect to attain an egalitarian and inclusive education from the first years, when implicit learning that the professor has to consider in the messages, materials and resources, employed in the classroom, are acquired. In fact, the reflection on the own professional practice means an indispensable exercise to achieve a satisfactory teaching and learning process, coherent with the pedagogical principles that we defend. Thus the research in this direction requires an imperative attention from the faculties of Educational Sciences and, precisely, in the present study we try to give answer to questions related with such need.