Výsledky vyhledávání - "girls"

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  1. Impacts on the right to an early rural-urban childhood education Autor Marín Posada, Mary Luz, Saldarriaga Velez, Jaime Alberto, Urrea Parra, Yohanna, Morales Montoya, Carolina

    Vydáno 2022
    “…Furthermore, the voices of the boys, girls, mothers and fathers, the educators, and the community- and government leaders were taken for research purposes. …”
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  2. Challenges in Supporting Educational Trajectories and Transitions between Early Childhood and Primary Education Autor Restrepo Restrepo, Nataly, Benítez, Nilsa Shirley, Soto Muñoz, Maria Eugenia

    Vydáno 2025
    “…They are marked by the emotional and subjective experience of boys and girls. As a conclusion, pedagogical and emotional environments must be designed which support children’s internal processes, institutional articulation must be strengthened through joint co-construction and curricular and didactic proposals, and experiences centered on boys and girls and family-school work must be fostered.…”
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  3. Guardians of the Earth: Building Love with the Territory, an Educational Experience of Coexistence at School Autor Pulido-Montealegre, Erika Hazen, Moreno-Maldonado, Sebastián

    Vydáno 2024
    “…The project was developed between 2021 and 2023 with girls and boys from first to third grade at an educational institution in the town of Usme, in Bogotá, Colombia. …”
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  4. Short Stories as Pedagogical Mediators to Foster Emotional Recognition and Harmonic Transitions in Preschool Autor Bolaños Martínez, Yamileth

    Vydáno 2025
    “…The strategy was structured around narrative, play-based, and artistic activities designed by the women teachers involved, in order to support boys and girls during their transition to primary school. …”
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  5. Prevention in Hogares Comunitarios de Bienestar: A Case Study about Pedagogical Strategies and Social Vulnerability Autor Meneses Cortes, Juan Camilo, Gutiérrez Avendaño, Jairo

    Vydáno 2026
    “…Coding, analysis, and categorization were carried out in the ATLAS.ti software, resulting in the identification of the vulnerability conditions present in the community and families; the characterization of the pedagogical strategies implemented, grouped into three types according to their intentionality: community-involvement strategies, family-involvement strategies, and strategies directed at boys and girls; and the analysis of implementation experiences based on their benefits and challenges. …”
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