Early Childhood Education Pedagogy conducts open workshops for practice centers, collaborating educators, and alumnae

• The meetings promoted reflection on pedagogical practices in early childhood education, based on scientific inquiry methodologies and authentic assessment, with the participation of teams from different establishments and graduates of the program.

  

 

Collaborators, teachers from the network of practice centers and graduates of the career of Pedagogy in Early Childhood Education They participated on January 15th in open workshops organized by the program's management team. The topics covered were proposed by the collaborators themselves during the mentoring process for educators in training throughout 2025. 

The workshop “Science in Early Childhood Education” It was overseen by the head of the department, Maria Jesus VivianiWho She shared experiences of implementing the scientific inquiry methodology as an articulating axis of actions that, by their nature, correspond to the different learning styles of children in early childhood education.   

During the session, the 24 participants explored materials, formulated predictions, and analyzed the differences between these predictions and their initial hypotheses. Using this methodology, they reflected on the learning needs of children, as well as the pedagogical principles and strategies that guide the work of educators. 

The workshop was attended by teams from Comudef establishments, Carabineros de Chile, UC Centers and graduates of the faculty. 

The value of pedagogical reflection 

“Co-Constructing Learning, Planning and Reflection in Early Childhood Education” was the name of the workshop led by Elleine Ocampo, head of the Curriculum Management Department of the Undersecretariat of Early Childhood Education and current teacher in the program.   

The activity, which was attended by 28 participants, aimed to rethink the concept of pedagogical reflection based on the contributions of authentic assessment to children's educational trajectories. Through narratives and concrete examples, participants were able to observe how these elements are integrated into practice, as well as their relevance in improving the quality of pedagogical approaches. 

This approach allows us to recognize and respond to the diversity of learning styles presented by boys and girls, in accordance with the principle of singularity established in the Curricular Bases of Early Childhood Education.