Early childhood educator specialty professional role-plays training

Abstract

The educational improvement and training of high school educators in the Early Childhood Educator specialty is not immune to the transformations and changes that occur in the curriculum of this educational level in Cuban society, which is why paths and styles are requiered efficient and competent work programs that  guarantee a quality graduate who responds to the demands that require the training of this professional. The objective of this study is to establish a methodology for playful-professional training in the specialty Early Childhood Educator from a scientific point of view in order to address the pedagogical direction of play in children from zero to six years of age and guarantee the maximum possible integral development of each one. Emphasis will be placed on its importance from an interdisciplinary and integrative approach, relation ship educators, professionals and other agents connected with the training of these specialists. The proposed method and procedures will be used to discuss the instruments to promote playful-professional training in students at this level of education. Likewise, different methods and techniques used in its implementation will be examined, highlighting their impact on the development of professional skills of students at the Floro Regino Pérez Pedagogical School, Santiago de Cuba. This scientific article highlights the importance of the methodology for training professionals in the Early Childhood Education Specialty of pedagogical schools, from an interdisciplinary approach as a basis for their comprehensive development.