Methodological activities for educators in identifying and addressing warning signs in early childhood

Abstract

The identification and attention to warning signs in early childhood is a crucial aspect of children's development. Therefore, educators, as key stakeholders, must be prepared to recognize these signs and respond accordingly; however, they do not always have the theoretical and methodological training to take on the challenge. The objective of this article is to share the design of a system of methodological actions that contributes to the preparation of educators in the early identification and early response to warning signs that children in the second cycle of early childhood may present. The research was conducted using a mixed-method, descriptive design. An observation guide, interview guide, and surveys were applied to 30 educators in the Cerro municipality. The results showed that educators lack specialized training for the identification and response to warning signs in the second cycle of early childhood. Based on the initial diagnosis and as a primary outcome, a system of methodological actions was designed to contribute to the preparation of educators. The proposal, based on its tasks and actions, promotes, as an essential aspect of the proposal, several methodological activities were designed that work from a theoretical and practical perspective. These activities, combined with individual and collective reflection, allow for mastery of procedures for identifying and addressing warning signs in the second cycle of early childhood, from the workplace.