Presentación del currículo de Educación General Básica Preparatoria

Curriculum Socialization for Initial Education in Ecuador

Introduction to the New Curriculum

• María Cristina Espinoza introduces herself as an analyst from the National Curriculum Directorate, focusing on the new curriculum for preparatory or first-grade education set to be implemented in September 2016.

Comparison of Current and Future Curricula

• The presentation emphasizes starting with familiar concepts, comparing the current curriculum with the upcoming one regarding focus and structure.

• The integral development of children remains a core focus, highlighting that children are seen as unique bio-psycho-social beings central to the learning process.

Structural Changes in Curriculum

• The curricular structure will maintain its organization without subject-specific curricula; instead, it will consist of three axes and seven components.

• A significant change is the unification of terminology; elements will now be referred to as axes and areas of development and learning.

Flexibility in Teaching Approaches

• The new curriculum prioritizes flexibility, allowing teachers to choose themes that integrate skills across different areas rather than adhering strictly to predefined blocks.

• Teachers can select topics like dinosaurs or scientific experiments for planning learning experiences tailored to their students' needs.

Evaluation Criteria Adjustments

• Essential evaluation indicators have been modified; instead of minimum requirements, criteria are grouped into broader indicators reflecting multiple skills.

Importance of Early Education

• The first year of mandatory schooling plays a crucial role in shaping Ecuadorian graduates' profiles, emphasizing foundational experiences for future citizenship.

Goals Promoted by the New Curriculum

• The curriculum encourages autonomy through adult mediation while fostering independence, self-esteem, confidence, respect for oneself and others.

• It promotes empathy, rights awareness, identity development among children, logical-mathematical thinking, creativity, language skills as communication tools.

Overview of Document Structure

• The document outlines its approach and explains curricular structure concerning axes and areas aimed at comprehensive child development.

Specific Objectives for Preparatory Level

• Following descriptions of approaches and structures are specific objectives related only to first-grade basic education.

Curriculum Overview and Key Competencies in Education

Introduction to the Curriculum Framework

• The curriculum document outlines matrices containing essential performance criteria that children must develop, highlighting both mandatory and desirable skills across various subjects for this grade level.

Essential Skills and Performance Criteria

• Skills marked in red represent fundamental competencies that are required to be acquired by the end of the academic year. For instance, in the area of identity and autonomy, children must learn to communicate personal information such as their name, age, phone number, and address.

• Understanding one's identity within a family and community context is categorized as a special skill that will evolve over time rather than being an immediate requirement.

Evaluation Criteria

• The curriculum includes evaluation criteria with corresponding indicators linked to multiple performance skills. It is important to note that evaluations at this basic education level are solely qualitative.

• Each criterion matrix contains components related to the expected outcomes for graduates, ensuring alignment with proposed indicators. All curricular elements are interconnected from first grade through high school.

Conclusion

• A brief explanation of the new curriculum for 2016 was provided. For any inquiries or further clarification, communication can be directed to the Ministry of Education or via email.