La escuela infantil en el marco de la atención tempranaanálisis de su organización escolar para la inclusión de la primera infancia

Abstract

The Nursery School an important role in the physical, psychic, and emotional development of the child with needs to level biológico/psico-social immersed in the frame of Early Attention. This importan cestillis not complete and admitted by the society, that he continues considering this cycle to be an evolutionary period with relative interest, but they value it as a service that allows the conciliation of the family and proyect life. These facts provoked that the day-care centers, now so called nursery school, were born from a welfare approach without inclusive education. After our experience in this field,one comes observing a trend to the intelectualitation of this cycle, assuming lenses and proper methodologies. Every epoch a model of school possesses, and every social are claims also changes to the education, in such a way that her environement must be transformed to renew the possibilities that one offers them to everystage. Such changes begin for assuring spaces of major equity, relevancy and equality as recognition of de inclusive education in the first infancy. From this educational exposition, the present communication has for purpose the characteristics of an nursery school and his influence in the development of the Early Attention, in order to analyze his organizational structures to attend to this group in coordination with other entities of the sanitary and social área. For it, a qualitative methodology, ethnography has been applied. As initial conclusions we observe certain internal and external uncoordinate whose evidences predict the lack of communication between the agents who attend to these children.