Indian Journal of Science and Technology

Open Access Open Access  Restricted Access Subscription Access

Soft Skills and Advantages for Learning Mathematics at an Early Age


Affiliations
1 Universidad del Atlantico, Puerto Colombia, Atlantico, Colombia
2 Corporacion Universitaria Latinoamericana, Barranquilla, Atlantico, Colombia
 

Objective: Conduct a detailed review of the soft skills contributions to early math learning. Methodology: A qualitative/ interpretative method was applied that took as a technique the revision of documents for the extraction of contributions derived from research in the last 15 years. Findings: Soft skills should be fostered in all educational settings, because with the constant changes in educational and productive settings it is necessary to give the individual more resources for their integral development. Application: The soft skills apply to promote the learning of subjects such as mathematics, as they promote a dynamic interaction between the child and knowledge which can give results in the short, medium and long term.
User

  • Kearney MS, Levine PB. Early childhood education by MOOC: Lessons from Sesame Street (No. 21229). National Bureau of Economic Research; 2015. p. 1–69. https://doi.org/10.3386/w21229 PMid:25545343

  • Elango S, García JL, Heckman JJ, Hojman A. Early childhood education (No. w21766). National Bureau of Economic Research; 2015. p. 1–83. https://doi.org/10.3386/w21766

  • Bredekamp S. Effective practices in early childhood education: Building a foundation. Upper Saddle River, NJ: Pearson; 2014.

  • Blackwell CK, Lauricella AR, Wartella E. Factor’s influencing digital technology use in early childhood education. Computers and Education. 2014; 77:82–90. https://doi.org/10.1016/j.compedu.2014.04.013

  • Wood EA. Free choice and free play in early childhood education: Troubling the discourse. International Journal of Early Years Education. 2014; 22(1):4–18. https://doi.org/10.1080/09669760.2013.830562

  • Davis J, Elliott S. Research in early childhood education for sustainability: International perspectives and provocations. Routledge; 2014. https://doi.org/10.4324/9781315767499

  • Kerckaert S, Vanderlinde R, van Braak J. The role of ICT in early childhood education: Scale development and research on ICT use and influencing factors. European Early Childhood Education Research Journal. 2015; 23(2):183–99. https://doi.org/10.1080/1350293X.2015.1016804

  • Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Mellecker R. Games for health for children- Current status and needed research. Games for Health Journal. 2016; 5(1):1–12. https://doi.org/10.1089/g4h.2015.0026 PMCid:PMC4770851

  • Taylor SJ, Bogdan R, DeVault M. Introduction to qualitative research methods: A guidebook and resource. John Wiley and Sons; 2015.

  • Alvesson M, Sköldberg K. Reflexive methodology: New vistas for qualitative research. Sage; 2017.

  • Clements DH, Sarama J. Learning and teaching early math: The learning trajectories approach. Routledge; 2014. p. 1–380. https://doi.org/10.4324/9780203520574

  • Kale J, Luke A. Learning through difference: Cultural practices in early childhood language socialisation. In One child, many worlds. Routledge; 2017. p. 11–29.

  • James A, Prout A. A new paradigm for the sociology of childhood? Provenance, promise and problems. In Constructing and reconstructing childhood. Routledge; 2015. p. 6–28. https://doi.org/10.4324/9781315745008

  • Gruart A. The role of neurosciences in education and vice versa. International Journal of Educational Psychology. 2014; 3(1):21–48.

  • Aronsson L, Lenz Taguchi H. Mapping a collaborative cartography of the encounters between the neurosciences and early childhood education practices. Discourse: Studies in the cultural politics of education. 2018; 39(2):242–57. https://doi.org/10.1080/01596306.2017.1396732

  • Taylor EW. Transformative learning theory. Transformative learning meets bildung. Rotterdam: Sense Publishers; 2017. p. 17–29. https://doi.org/10.1007/978-94-6300-797-9_2

  • Roskos KA. Play and literacy in early childhood: Research from multiple perspectives. Routledge; 2017. p. 1–268.

  • Britto PR, Lye SJ, Proulx K, Yousafzai AK, Matthews SG, Vaivada T, MacMillan H. Nurturing care: promoting early childhood development. The Lancet. 2017; 389(10064):91– 102. https://doi.org/10.1016/S0140-6736(16)31390-3

  • Blackwell CK, Lauricella AR, Wartella E. Factor’s influencing digital technology use in early childhood education. Computers and Education. 2014; 77:82–90. https://doi.org/10.1016/j.compedu.2014.04.013

  • Marín FV, Inciarte ADJ, Hernández HG, Pitre RC. Estrategias de las Instituciones de Educación Superior para la Integración de las Tecnología de la Información y la Comunicación y de la Innovación en los Procesos de Ense-anza. Un Estudio en el Distrito de Barranquilla, Colombia. Formación universitaria. 2017; 10(6):29–38. https://doi.org/10.4067/S0718-50062017000600004

  • Parkay FW, Anctil EJ, Hass G. Curriculum leadership: Readings for developing quality educational programs. Prentice Hall; 2014.

  • Kemple KM, Oh JH, Porter D. Playing at school: An inquiry approach to using an experiential play lab in an early childhood teacher education course. Journal of Early Childhood Teacher Education. 2015; 36(3):250–65. https://doi.org/10.1080/10901027.2015.1062830

  • Ley 115 de 1994. Available from: http://www.secretariasenado.gov.co/senado/basedoc/ley_0115_1994.html

  • Epstein A, Willhite GL. Teacher efficacy in an early childhood professional development school. International Electronic Journal of Elementary Education. 2017; 7(2):189–98.

  • Orellano N, Vargas C, Hernández H. Impacto de las TIC en la resolución de conflictos en materia de educación. Ingeniería Desarrollo e Innovación. 2018; 1(1):1–7.

  • Ladd HF, Muschkin CG, Dodge KA. From birth to school: Early childhood initiatives and third‐grade outcomes in North Carolina. Journal of Policy Analysis and Management. 2014; 33(1):162–87.https://doi.org/10.1002/pam.21734

  • Martínez O, Steffens EJ, Ojeda DC, Hernandez HG.Estrategias pedagogicas aplicadas a la educacion con mediacion virtual para la generacion del conocimiento global. Formacion Universitaria. 2018; 11(5):11–8. https://doi.org/10.4067/S0718-50062018000500011

  • Ortega SCE, Febles RJP, y Estrada SV. Una estrategia para la formación de competencias blandas desde edades tempranas. Revista Cubana de Educación Superior. 2016; 35(2):35–41.

  • Saornil CA, Emotiva CPC, Crespo MB, Ruiz CP. Educando en positivo: aplicación de la inteligencia emocional en la Escuela Infantil. Reflexiones, Experiencias Profesionales e Investigaciones; 2016. p. 173–85.

  • Quiroz JS, Miranda P, Gisbert M, Morales J, Onetto A. Indicators to assess digital competence of teachers in initial training in the chile-uruguay contex. Revista Latinoamericana de Tecnología Educativa-RELATEC. 2016; 15(3):55–67.

  • Paredes Z, Iglesias M, Ortiz J. Los docentes y su formación inicial hacia el aula de matemática. Una propuesta con modelización y nuevas tecnologías. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación. 2016; 7(1):1–18.

  • Martin AM, Sanchez JM, Martínez BA. Una experiencia dentro de la conceptualización personalizada en el aula de infantil: las matemáticas y el cuerpo humano. Edma 0-6: Educación Matemática en la Infancia. 2016; 5(2):65–79.

  • Sanz-Ponce R, González-Bertolín A. La educación sigue siendo un “tesoro”. Educación y docentes en los informes internacionales de la UNESCO. Revista Iberoamericana de Educación Superior. 2018; 9(25):157–74.

  • Selfa Sastre M, Balça À, Costa P. Biblioteca escolar, lectura y literatura infantil y juvenil: selección de títulos actuales en espa-ol y portugués (2005-2015). Tejuelo. Revista de Didáctica de la Lengua y la Liteatura. 2017; 25(1):5–34.

  • Ideas para aprender a aprender: manual de innovación educativa y tecnología. Available from: https://gabrieljaraba.wordpress.com/2016/03/16/nuevo-libro-ideas-para-aprender-a-aprendermanual-de-innovacion-educativa-y-tecnologia/

  • De la Herran Gascon A, Aguilar NA, Elizondo JAC. Es posible la transformacion docente? Revista Internacional de Formação de Professores. 2016; 1(2):51–69.

  • Navarro MT, Palma OH, Llinas NO, Mercado CV, Palma HH. Pedagogical strategies for strengthening of the didactic processes of students universitaries. Contemporary Engineering Sciences. 2018; 11(82):4077–84. https://doi.org/10.12988/ ces.2018.88458

  • Becker SA, Brown M, Dahlstrom E, Davis A, DePaul K, Diaz V, Pomerantz J. Horizon Report 2018 Higher Education Edition Brought. Educause EDU18; 2018. p. 1–54.


Abstract Views: 195

PDF Views: 0




  • Soft Skills and Advantages for Learning Mathematics at an Early Age

Abstract Views: 195  |  PDF Views: 0

Authors

Jose Solorzano
Universidad del Atlantico, Puerto Colombia, Atlantico, Colombia
Yesika Rojas
Universidad del Atlantico, Puerto Colombia, Atlantico, Colombia
Carlos Vargas
Corporacion Universitaria Latinoamericana, Barranquilla, Atlantico, Colombia
Oscar Rueda
Corporacion Universitaria Latinoamericana, Barranquilla, Atlantico, Colombia
Hugo Hernandez Palma
Universidad del Atlantico, Puerto Colombia, Atlantico, Colombia

Abstract


Objective: Conduct a detailed review of the soft skills contributions to early math learning. Methodology: A qualitative/ interpretative method was applied that took as a technique the revision of documents for the extraction of contributions derived from research in the last 15 years. Findings: Soft skills should be fostered in all educational settings, because with the constant changes in educational and productive settings it is necessary to give the individual more resources for their integral development. Application: The soft skills apply to promote the learning of subjects such as mathematics, as they promote a dynamic interaction between the child and knowledge which can give results in the short, medium and long term.

References





DOI: https://doi.org/10.17485/ijst%2F2018%2Fv11i45%2F137683