Didactic and Early Childhood Education: principles for developmental teaching

Abstract

Didactic in early childhood education, from the perspective of developmental teaching, presupposes teaching as a fundamental activity, oriented towards the development of children's learning possibilities. That is why it is necessary to organize it in a way that promotes learning and development, in order to form the maximum potential of the human being, at all levels of education, from the childhood period. Thus, the objective of this article is to explain didactic principles directed to early childhood education in the Historical-Cultural Theory. For this, this theoretical-bibliographic study is based on primary and secondary sources of the Historical-Cultural Theory. As a result, we show that the child, through the appropriation of the objectification of culture, forms and develops the complex superior psychic functions and human possibilities of learning and development, through the mediation of school education. Therefore, school education demands to establish representative objectives of this purpose, to select essential contents to be taught to children from their first months of life, in order to establish a set of teaching actions and operations that awaken the enchantment for the appropriation of human culture with to broaden the child's learning horizons.