Early Teacher Training Across European Countries: Cultural and Linguistic Diversity – A Challenge for Early Childhood Education Today

Early Teacher Training Across European Countries: Cultural and Linguistic Diversity – A Challenge for Early Childhood Education Today

Ma Isabel Amor Almedina (University of Córdoba, Spain) and Rocío Serrano Rodríguez (University of Córdoba, Spain)
DOI: 10.4018/978-1-5225-5167-6.ch005
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Abstract

This chapter presents the evolution of Early Childhood Education in Spain from different educational laws. The progression of these is confirmed as a stage of custody and care until its consideration as an educational stage, which has their owns signs of identity and even a curriculum. Likewise, it is shown that the learning of other languages and the development of technological competences has made Pre-School Education an effective tool for linguistic and cultural diversity. This matter is caused by the social and political changes, which have had a great influence on education. Research and experience confirm that Early Childhood Education is a substantial stage in support of the integral development of children at these ages, in which their benefits are extrapolated and remain over a lifetime.
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Pre-Primary Education In Spain

Expectations regarding education have increased both quantitatively and qualitatively. As a result, the educational reforms introduced in recent decades have tried to adapt education systems to meet the needs of society. One of the goals of these reforms has been to achieve good education for all (Zabalza, 2012).

As from the twentieth century, all countries have paid increasing attention to their educational systems in order to ensure they evolve and adapt to the circumstances. The main developments in this respect have allowed the period of compulsory education to be increased, extending its benefits to a growing number of people and, above all, improving the quality of teaching (Monclús, 2005; Casanova, 2006; Esteve, 2007).

The General Education Act (Ley General de Educación - LGE) of 1970 marked the beginning of the renewal of the Spanish education system and the Organic Law on the Right to Education (Ley Orgánica del Derecho a la Educación - LODE) of 1985 provided a great boost to the process of modernisation of education, although it took many years to fully achieve this objective (Monclús, 2005; MEC, 2013). As a result of this evolutionary process, the current Spanish education system, like education systems in other neighbouring countries, has developed a structure based on a series of stages ranging from pre-primary to university education passing through intermediate levels such as primary education or secondary education.

This study analyses the characteristics of Pre-Primary Education as a separate stage of education from Primary Education, Compulsory Secondary Education or Higher Education and examines the specific features of this stage. We will also briefly analyze the historical evolution of Pre-Primary Education in Spain and conclude by examining some of the main trends in education.

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