Analysis of the Early Childhood Education Curriculum from a Resilience Perspective
DOI:
https://doi.org/10.12775/SPI.2024.1.003Keywords
early childhood education, resilience, Spanish legislation, pillars, competencesAbstract
As resilience refers to the human capacity to overcome challenging situations and quickly recover from them, fostering it from an early age in an educational context will enable children to be more efficient at both the cognitive and emotional levels. Therefore, the main objective of this study is to analyze the presence of resilience pillars in the current Spanish educational legislation, focusing on Early Childhood Education. In Spain, the new Education Law (LOMLOE) Organic Law 3/2020, amending Organic Law 2/2006, aims to enhance autonomy, initiative, and conflict resolution in children. In Royal Decree 95/2022 on Early Childhood Education, the three areas of knowledge (harmonious growth, discovery and exploration of the environment, and communication and representation of reality) are examined in relation to Steven J. Wolin and Sybil Wolin’s seven resilience pillars. In the second cycle of early childhood education, emphasis is placed on the development of specific competences for learning and doing, contributing to the comprehensive development of the child. Although the LOMLOE does not explicitly mention resilience, the curriculum reflects these resilience pillars—except for humor—highlighting the importance of understanding the individual characteristics and contexts of children. In summary, the promotion of resilience in early childhood education aligns with educational regulations in Spain, contributing to the comprehensive development of children and preparing them for future challenges.
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