| The following work presents the empirical relation between the quality of nursery education and the quality of interaction between parents and educators, having as the ultimate goal the seeking of educational environments conducive to the learning and development of young children.The second article develops the theme of parental involvement as one of the variables of quality. The goal is to know how and how much parents are involved in early childhood education. To do so a tool was developed and implemented directed 10 parents and educators of early childhood centers with in-service female students in Preschool Education Program at the Pontifical Catholic University of Chile, using as a conceptual framework participation levels posed by Flamey, Gubbins and Morales (2002) and studies of the JUNJI (National Kindergarten) and the Ministry of Education. The results show that parental involvement focuses on the most basic levels (information and collaboration).Finally, the third article wants to be a contribution to the initial training of teachers, aiming at analyzing what would be the elements of competence that needs to develop an early childhood teacher in order to establish partnerships with the family. To do so teacher education students were consulted while in their last year of initial training, as well as teachers, colleagues and experts responsible for leading the work with the family and community from their institutions. The results show that the competence studied implies, on one hand, knowledge of strategies to link up with family and intimate knowledge of children and their families, and for another, developing the skills of empathy, teamwork and communication.Key words: Pre-school, family, quality, participation, training of educatorsResponding to the pattern of thesis by article, three works are presented: The first aims to expose the variables and concepts around the theme of quality in early childhood education. For this purpose documents published in English, French and Spanish, during the period 2005-2006 were revised. The results show that quality is complex, multifactorial and social and historically defined. |
