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A BRIEF TOUR IN
THE HISTORICAL EVOLUTION
FROM INITIAL EDUCATION
IN COLOMBIA
FOR

LUISA FERNANDA CALLE VILLEGAS

STHEFANIA ESCOBAR RAMOS

DANIELA GÓMEZ BEDOYA

ISABEL CRISTINA HINCAPIÉ

I SEMESTER
Bachelor's Degree in Early Childhood Education

UNIMINUTO

GUADALAJARA DE BUGA

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TABLA DE CONTENIDO
INTRODUCTION.................................................................................................................... 3
HISTORICAL EVOLUTION OF CHILDHOOD EDUCATION IN COLOMBIA.......... 4
HOME EDUCATION ..................................................................................................... 5
ASILES, THE FIRST GARDENS
FIRST INSTITUTE WITH PRESCHOOL 7
At the beginning of the 20th century
CHANGES IN PEDAGOGICAL CONCEPTION ................................. 9
TRAININGN .10
FIRST PROMOTIONN .................................................................................................. 11
EVOLUTION OF CHILDREN'S RIGHTS IN COLOMBIA....................... 12
LAW 25 OF 1917
LAW 83 .14
GUIDELINES FOR INITIAL EDUCATION15
CURRICULAR GUIDELINE ...................................................................................... 15
DECREE 1002
LAW 115 OF 1994............................................................................................................... 17
LAW 12 OF 1991
PILLARS OF EDUCATION. . . . . . . . . . . . . . . . . . . . . . . . 20
LEGAL FRAMEWORK .................................................................................................................. 21
REGULATIONS IN INITIAL AND PRESCHOOL EDUCATION IN COLOMBIA24
TRADITIONAL EDUCATION VS CURRENT EDUCATIONAL TREND................. 25
BE A TEACHER TODAY........................................................................................................ 26
CONCLUSIONS.................................................................................................................. 30
BIBLIOGRAPHY31

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INTRODUCTION

Through the following brochure, we want to inform about some events that were

fundamentals for creating an educational model for early childhood, organized

chronologically between historical data in our country and the evolution of children's rights.

Since 2009, the Ministry of National Education, through the Educational Policy for

Early Childhood paves the way to shape actions aimed at ensuring the right

that all girls and boys under six years old have access to initial education

quality.

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HISTORICAL EVOLUTION
FROM EARLY CHILDHOOD EDUCATION
IN COLOMBIA

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HOME EDUCATION

In the colonial period

education for preschool-aged children

depended on parents, relatives, or guardians

legal in the life of the minor. While

children in orphanages or places in charge of

religious institutions were carrying out some

recreational and educational activities such as

preparatory labor for your entry to the

school. Photo:[Link]

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ASILOS, THE FIRST GARDENS

Between 1844 and 1870, the first

asylums where education was free yes

his economic condition was precarious and only

those who could do it.

main objectives are highlighted: Protect

to care for them, educate them, and prepare them for their entrance to

the school.

Photo:[Link]

At the end of the 19th century, in Colombia there is

the appearance of the first gardens

children since it is renewed and organized the

education thanks to German missionaries

educators began to spread the ideals

by Federico Froebel.

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FIRSTINSTITUTEWITHPRESCHOOL

José Manuel Marroquín founded the first in 1851.

country school where activities took place

educational and recreational activities for children under six years old,

under a very marked orientation of Froebel's theory.

By the time he was president in 1900, he organized in Colombia

the first preschool establishment.

Photo:[Link]

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At the beginning of the 20th century

Industrialized countries did not have protection standards for childhood. Frequently,

The children worked with adults in unhealthy and unsafe conditions.

In the Bogotá Hospice, most of the orphaned or abandoned children were housed. The

people who wanted to help the children were not trained for it, so what was said

the objective was failing.

Photo:[Link]

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CHANGES IN THE PEDAGOGICAL CONCEPTION

Photo:[Link]

In 1935, approximately 280 preschool establishments were operating in Colombia.

majority private

Preschool education is starting to be seen as a process of social formation,

affective and intellectual development of the child population that did not suffer the rigors of abuse,

hunger, abandonment, care and family love

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TRAINING

In the 70s, in the preschool field, the only alternatives

academics that existed were experts and later

technologist, characterized by empiricism and practice.

In 1976, it was recognized for the first time.

university student to that work.

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FIRST PROMOTION

In the 1980s, they began to graduate the

first preschool teachers of the counted

academic institutions that operated in Bogotá,

Medellín, Cali, and Barranquilla. The technical requirements.

and professionals are increasingly greater due to the

competition in the labor market, and there is increasingly

more awareness among parents about the importance

pedagogical approach of the garden where the minor is located.

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EVOLUTION OF RIGHTS
OF CHILDREN IN COLOMBIA

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LAW 25 OF 1917

In 1917, Law 25 was enacted and the National Pedagogical Institute for Female Teachers was created.

Bogotá where the creation of a special section to train kindergarten teachers was approved.

Years later, that section started to operate.

TOWARDS THE SECOND HALF OF THE 20TH CENTURY

The hygienist model sought to intervene in environmental conditions with hygienic measures.

to avoid diseases and, in this way, address the health issue. As a result of

this influence and the needs of the country regarding the abandonment of girls and boys:

In 1946, the Colombian Institute of Social Insurance (ICSS) and the Ministry of Hygiene were created.

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LAW 83

The Child Code or Law is enacted.

Organic Law for the Defense of Children, which

is established as the first set of

laws in favor of a child population that

start living now the rigors of the

malnutrition, abandonment, and mistreatment

In 1968, during the government of Carlos

Lleras Restrepo, the Colombian Institute of Family Welfare is created with the aim of providing

protection of minors

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GUIDELINES FOR EARLY EDUCATION

CURRICULAR GUIDELINE

Between 1977 and 1978, the idea of a

curriculum of Preschool Education

"when consciousness was first raised

about the need to give this modality

guidelines to regulate, orient and

organize the educational and pedagogical activity

from a preschool establishment” (Cerda,

2003

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DECREE 1002

Before 1984, preschool education

was guided by some curricular models.

Only recently from that year, through the

Decree 1002, in which it establishes a

curriculum. The Ministry of

National Education builds a Plan of

Studies for all levels, areas and

modalities of the educational system. In

this moment raises the goal of the

preschool education of girls and boys

children between 4 and 6 years old.

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LAW 115 OF 1994

In 1994, it acquires institutionalization.

Grade Zero, which takes into account the

dimensions of human development, and continues

the pedagogical guidelines for the

preschool education:

Socioaffective

Corporal

Communicative

Cognitive

Aesthetics

Ethics and values

LAW 12 OF 1991

In 1991, through Law 12, Colombia adopted the agreements signed in the

Convention on the Rights of the Child. It represents a historic milestone that

encourages the recognition of girls and boys as subjects of rights

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Pillars of Education

In 1998, the Ministry of National Education published a series of documents about

curricular guidelines for the entire educational system. These incorporate the formulations made

by Delors in Thailand (1990), where it refers to four fundamental learnings: learning to

to know, to learn to do

learn to live together

learn to be. Therefore

Art is consolidated,

Literature Juego y

Environment exploration

like the pillars of the

Initial education.

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MARCO
LEGAL

Law 83 of 1946 as a result of this influence and of

the country's needs regarding abandonment of the
children. The Colombian Institute of Insurance is created
social (ICSS) and the ministry of hygiene.

The Children's Code or Law is enacted

Decree 1276 of 1962 regulates the
organic defense of the child. These laws creation and operation of 6 gardens
are established in favor of a population national popular children's activities in the cities
childhood that begins to experience the rigors of
principals of the country.
malnutrition, abandonment, and mistreatment

Decree 1576 of 1971 tells us that we

Decree 1710 of 1963, article 9,
talks about the level of education they created 22 national preschool gardens, these
establishments should fulfill 2 functions:
preschool or infant is considered attached
to primary education. Attention to children B family education C
guidance service.

En1976 el Decreto 088, se reestructura el The CDN was adopted and opened for signature and
Colombian educational system and they do it to her ratification by the general assembly of
adjustments to articles 4 and 6. United Nations in its resolution 44/25.

On November 20, 1989, the rights of the

declaration of the convention on the rights of the
Children, came into effect in 1990.
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On December 12, 1991, adopted the agreements Law 115 of 1994 establishes as
subscribed to the convention on the one year of preschool is mandatory where the
children's rights and the commission child will learn biological aspects,
intersectoral for first attention cognitive, psychomotor, socio-affective and
childhood spiritual.

Decree 1860 of 1994 determines that the Resolution 2343 of 1996 in which it
they establish the achievement indicators
preschool education is aimed at
children and children under 6 years old, before curricular for these grades and
they formulate the dimensions of development
start the education which is understood in
3 stages, 2 are school-based and the 3rd is mandatory. humano.

The Ministry of National Education

Decree 2247 of 1997 is established
recognizes that both for the institutions
rules regarding the provision of
officials as for the private ones must
preschool service.
give preschool as a level
fundamental in education.

In 2006, law 1098 is enacted, code of the

childhood and adolescence, in which are exposed
various non-negotiable premises by society such as
like comprehensive protection.

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They must
determine
schedules, shifts
If it is lent the schoolchildren, number
service - 3 years of students by
they must develop curso y calendario Accepted
un proyecto academic.
educational that toeveryone
guarantee the children
integral development
of the minor.

Law 100 of
1993, uniques
Understand:
requirements:
PRE-SCHOOL
EDUCATION Copy of the record
GARDEN civil
Preschool
TRANSITION Certificate of
(mandatory) DECREE 2247 link to a
OF SEPTEMBER SGSSS
11 OF 1997

It is part of the
Principles:
public service Integralality
educational, if
offers to the Participation
children from 3 to 5
Playful
years old
Resume:
Guidelines
and achievements are Project
permanent: integrates
distributed MINISTRY OF all dimensions
for each EDUCATION of the development and consists
degree of NATIONAL: of activities that
preschool The achievements of the stimulate and enhance
levels of degrees the capabilities of
preschool is for minor
guide the student in
their learning. 23
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Imagine, worlds
fantastic and real
we can create
stories, places
creatures, characters
and many things
more.

Literature Senseofthe
earlyeducation Establish links,
with the environment
natural, social and
Ethnicgroups cultural
Explorationof
Strategy is carried out through the medium
promotion event development
Literature and Reading aimed at
the teachers of Integrated Preschool or REGULATIONS IN
Educational Agents EDUCATION
INITIAL AND
Strategy of PRESCHOOL IN Art
promotion of the COLOMBIA
Literature and the Promotes creativity,
Reading 2017-2018 the expressiveness, the
sensitivity, the
communication and the
Promotes creativity,
the expressiveness, the aesthetic sense
sensitivity
communication and the
aesthetic sense.

Preschool
it is a note

Modelof
accompaniment
topedagogical
locatedMORE+

Strategies for improvement of

the quality of early education
that seeks to qualify the capabilities
required by the teachers. 24
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TRADITIONAL EDUCATION VS CURRENT EDUCATIONAL TREND

TRADITIONAL EDUCATION CURRENT EDUCATIONAL TREND

It is based on principles that ensure the Boys and girls acquire notions of
continuity of ancient ideologies, where knowledge through interaction, with
The teacher focuses on transmitting themselves, with what surrounds them, and with the
knowledge without adopting new strategies, among others.
pedagogical.

The teacher is the person who teaches to the The teacher implements and adopts a
children, what he knows and believes that they have positive overall planning that helps
They must know, it leads them to acquire certain teaching methods for their students.
knowledge depending on the area in which it differs from traditional education.
find and the programs established by the
educational institution.
It is governed by the teacher's willingness, Teaching children has gone
only to give their knowledge and evaluate the evolution, has established new
your students on the given topics during educational contexts so that, boys and girls,
the school year, without the teacher being evaluated, develop their abilities through
for their teaching method. playful activities, projects, and situations
real
The goal is for the teacher to only It has new methods and strategies.
focus on giving their knowledge and the learning for children
students acquire them, so that they can then learn in various ways and be able to
evaluate what they learned. develop their capacities and skills

Child evaluation es The child assessment aims to identify

feedback on the knowledge regarding the degree of capacities and skills
obtained throughout the school year. With developed during the school year, the
the teacher realizes that their students' evaluation is not only designed to see the
they have acquired knowledge. learning process of boys and girls,
but also the process of the teacher giving their
classes.

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BEING A TEACHER TODAY

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CONCLUSIONS

Regarding what was previously discussed, it is possible to say that the evolution in education
initially in Colombia, has allowed children to grow under policies
of health and protection.
The boys and girls of Colombia are the responsibility of society, for them since ancient times
A educational model has been created in which playful activities are implemented.
for their personal, intellectual, and social development.

In conclusion, it has taken many years to achieve the educational system.

that today attempts to be offered, with professional quality and with humanity. None of this would have
It would be possible if the history were different, everything has been a step towards providing better care.
to early childhood.
This is a process that is still not finished, and thanks to this information, it has been possible to differentiate.
between a teacher in early childhood education and just a caregiver of an infant. Teaching, apart from
to encompass that care, provides strategies to enhance the development of each boy and each girl
that is under their responsibility.
Thank you, once again, to this story, today we can talk about Pedagogy, of a good one.
implementada, que no se enfoque en transmitir conocimientos sino en cómo se adquieren éstos
And how it is necessary to know at what stages certain teaching methods can be used.

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BIBLIOGRAPHY

Article - Colombia. Ministry of National Education. (2005). Being a teacher today:

The meaning of educating and the teaching profession. Source:

[Link]

Araujo, J., Hadad, I., Rodriguez, D. and Osorio, M. (2013). Pedagogical Ideas:
Analysis of the regulations on preschool education in Colombia. Retrieved
de:

[Link]
5484

Boada, D. & Escalona, J. (2004). Curricular Trends in Early Education.

To educate, 8(24) 26-21. Available en:
[Link]

Camargo, M. (2014) - Colombia. Ministerio de Educación Nacional. Guía N° 20:

The meaning of early education. Retrieved from:

[Link]

Bilingual School Palpar - Official Site:[Link]

[Link]/

Fingermann, H. (2010). Retrieved from:[Link]

de-education/traditional-education

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Jaramillo, L (2011) HISTORICAL BACKGROUND OF EDUCATION

PRESCHOOL IN COLOMBIA. Retrieved from:

[Link]
[Link]/drupal/files/[Link]

Garden Childish I Little houseHappy – Site official

[Link]

Law 115 of 1994 - Section 2[Link]

85906_file_pdf.pdf

My little world - Official site:[Link]

Resolution 5443 - Article 3 Point 3.1

[Link]

Resolution 6966 – Article 3 Point 3.1

[Link]

UNESCO – Article. Retrieved from:[Link]

UNICEF - Article. Retrieved from:[Link]

child rights/history

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