This work addresses the problem of training the promoters of the Educa a tu Hijo Program (PETH) in the process of family counseling on issues related to preventive work to be carried out with the families of the children in the program.
The scientific literature related to the subject argues the importance of preventive work from an early age. That is why, taking into account the performance levels achieved by the promoters in San Juan and Martínez and especially the CP Hermanos Saiz, a system of training workshops is presented to the promoters of the PETH. Due to its importance, it can be contextualized in other Popular Councils and municipalities in the country.
Key Words: Training, family orientation, promoters, PETH, preventive work.
INTRODUCTION
"The dangers are not to be seen when you have them on you, but when you can avoid them." (1)
At the current time of educational development, the need to respond to a claim that in recent years has been frequent in international forums is highlighted: the development of quality early childhood education.
The Cuban pedagogical model for preschool education is the result of the continuous improvement to which it has been subjected in different stages of its development, from its contextualization to the different socio-historical conditions of the country.
Historically, Cuban education has taken into consideration the importance of the preventive nature of the educational process, and Preschool Education constitutes a reliable reflection of this pedagogical paradigm.
If we start from the criterion that the purpose of Cuban Initial and Preschool Education is to achieve the maximum possible integral development of each of its children, and as a result of this process, create the most favorable conditions for their entry to school, it is deduced that everything that corresponds to quality educational care constitutes the basis of preventive work at these ages.
It is important to know the appropriate tools to deal with them and how to do it and to have the necessary support from specialists in the field, to ensure that each one reaches a successful conclusion, without obstacles that may be regretted in the future.
The Cuban Revolution since its inception, has defended as one of its main postulates, the role that the family plays as a fundamental cell of incidence in society. Hence, over the years the subsystem of Preschool Education has been perfected as the first link of the Cuban educational system, bringing with it programs of educational attention to children from the earliest ages both through institutional and non-institutional means. In the latter, our country has been a paradigm with the implementation of a community social care program for pre-school children called "Educate your Son", which has its antecedents in an investigation carried out in the years 1983-1993, by the Central Institute of Pedagogical Sciences.This program serves more than 70% of the child population of girls (0-6 years old), having as one of its purposes: to prepare the family, the parents, so that they can face the education of their children, with greater possibilities.
For this and other purposes pursued by this program, it is essential to implement various mechanisms in charge of ensuring that it fulfills the role of orientation of the new generations through the fundamental cell of this society, which is the family. He has placed in the hands of educators that great responsibility of properly guiding this family in their task of training their children. This requires that the promoters be well prepared in how to make this task efficient.
That is why close links have been created between the family and the community, in general, educational agents that form values, so that together they can contribute to the comprehensive and successful training of girls and boys at all levels..
This relationship must act as an essential complement, since it not only guarantees a joint training effort, but also offers the possibility of an appropriate orientation in those homes that need it.
El hombre a lo largo de toda su vida debe enfrentarse a disímiles circunstancias, muchas veces las soluciones, aunque dependan de ellos mismos, se tornan difíciles por no saber cómo enfrentarlas. Ante este dilema se encuentran los padres, quienes no siempre cuentan con la orientación suficiente para que asuman una posición adecuada ante las disímiles situaciones a las que se enfrenta, cuando sus hijos asumen manifestaciones inadecuadas ante determinadas situaciones. De ahí que la orientación educativa en general y la familiar en particular sean de un valor incalculable para poder brindarle a los sujetos las vías más efectivas para llevar adelante el proceso formativo de los hijos.
In practice there are relationships between parents, executors and promoters. However, it is worth clarifying that, currently, not all promoters have the technical-methodological resources necessary for a correct family orientation with an emphasis on preventive work. Added to this is the absence of a system of training actions which reflect the needs of the family to prevent alterations in the behavior of their children, as well as the insufficient intersectoral role for the treatment of families in complex social situations.
DEVELOPING
The historical-cultural theory of Vigotsky (2), explains the development fundamentally from the social mediation; In this sense, collaboration with “the others” and especially those with whom children interact on a daily basis from the first days of their birth is considered essential. For this reason, the family is considered the most important educational agent in the early stages of development, but contradictorily it is not always prepared to enhance the development of its offspring with the performance of its most important function: educational. Consequently, the family requires guidance on how to achieve a family dynamic that encourages social interactions between members to promote the maximum possible integral development of children under six years of age,It is precisely for this purpose that the "Educate your Child" Program has emerged since the 1980s, a non-institutional care modality that is based on the significance of achieving quality education that is capable of preventing and detecting any anomaly in development.
It is considered that family orientation is a premise or condition to generate a preparation process that will allow it to conduct development precisely in the most sensitive ages, in this way it must provide families with knowledge of the peculiarities of development, as well as of the most effective ways and methods to meet your needs and motives, all of which will allow you to identify the causes that can generate any type of difficulty and take effective measures.
In correspondence with the above, it coincides with PL. Castro Alegret who states: "Family orientation constitutes a process of help or assistance to promote the development of personological mechanisms through reflection, awareness and the involvement of mothers and fathers, for a better conduct of educational actions and their families (…) it is a relationship of help or assistance (…) so that they can cope with different life situations. ”(3)
It is interesting to highlight the idea that counseling should promote reflection in the family about their educational actions, which implies the possibility of generating changes in family dynamics, in lifestyles, in the same way it is supported by the category of help, which expresses the need to interact, consider the active role of families, their experience, in addition, places all members of this group in the same role without making distinctions or limiting any of them. In addition, it appeals to the personological mechanisms that must be activated in each of the members, which expresses the need to consider the uniqueness in each family, that is, its peculiarities.
In the implementation of the "Educate your Son" Program, the ideas referred to regarding family orientation should be taken into account, which is carried out through the participation of different educational agents and agencies in correspondence with its intersectoral nature, which ensures its integrality..
On the other hand, family orientation is based on the principles of Education
Preschool, in this sense it is emphasized that the child must constitute the center of the educational process, but the adult and especially the family assume a guiding role, which implies that education should not be spontaneous but consciously directed, for which obviously the family needs to be prepared, especially in terms of developmental achievements and methods for their achievement, taking advantage of the dissimilar moments that daily life provides at home.
Another aspect of great significance when carrying out work with the family is the use of a system of principles that constitute the starting thesis and the theoretical foundation for the orientation work. Those proposed by García (4) Gutiérrez are significant.
- Integrity of counseling Participation Enrichment of communication Training of counselors
For this reason, one of the first purposes in family guidance work should be to establish close relationships between the family and educational agents. To achieve this, it is necessary for them to feel safe and confident that the people in charge of this mission can constitute their advisors and those who are most responsible for guiding them so that they can solve the problems of daily life, of their family relationships, of their daily coexistence, of the education of their children, other aspects of their training and thus, successfully fulfill the personal and social responsibility involved in educating the citizen of the future.
Preventive work in education or ñ os from 0 to 6 years.
Preventive work in Preschool Education is governed by the guidelines established by the Ministry of Education for its development, which are based on the conception of the need for care in a comprehensive and systematic way, considering that preventive work:
- It is to act so that a problem does not appear, or its effects diminish. It involves: investigation, knowledge of reality, reflection, planning, teamwork, evaluation, overview. It is to be able to avoid risks or the consequences that a problem can Produce is to creatively adjust to constant and changing problems in search of solutions and / or alternatives to them.
Therefore, preventive work constitutes a main direction of work of the Ministry of Education in Cuba and, for this reason, in the details of the priorities of Preschool Education, preventive work is considered a necessity for children who are educated in institutions children, in the preschool grades and in the "Educate your Child Program", with emphasis on those located in socially complex areas; as well as implementing the monitoring and evaluation of the effectiveness of the attention strategies that are developed in effect.
So, we must recognize the essentially preventive character that the pedagogical diagnostic process must have; any problem treated in time can disappear as a problem or have a more favorable evolution; and on the contrary, not detected and treated in a timely manner, it can only become increasingly complex and harmful
The work between the family and the executor must be carried out on the basis of the knowledge that each one possesses and the information they can provide. The family must provide the executor with information, support and her possibilities as an educational potential and for her part, the executor must establish a “rapport” that allows her to know her possibilities, needs, real living conditions and to guide them how they should give her continuity in the home to educational tasks.
According to the governing documents of the non-institutional modality, different ways should be used in family orientation. They are:
- Joint activity Individual session Home visit Messages
Other ways of working with the family:
- Interactive Talks Parent Workshops
These ways of working with the family contribute to developing the personological mechanisms of the family members because they promote both individual and collective reflection, as well as the awareness and involvement of all family members in the conduct of educational actions within and outside the home, there is a relationship between these routes and the definition to which this author joins.
In the following work, the most used route was workshops since they constitute a socially active group learning process, where the social is related to the individual. It becomes a concrete way that perfects community-family relationships, specifically involving each family in the process of educating the child's personality.
This is done from parent groups created by the executors, which is nothing more than the organization of parent groups based on their needs and interests.
The workshops are carried out according to different organizational and content elements, the essential ones are:
- The learning needs of parents The time available for each session The frequency agreed upon by all The available local conditions The possibility of receiving help from other cross-sectoral specialists The number of parents involved The experience and creativity The potential that the community has to support the workshops and the quality of the home - counselor - community relationship. The schedule that is organized.
The workshops that were formed, will serve for the promoters of the popular council to update and deepen their knowledge in theoretical, practical and methodological aspects about family orientation in preventive work content, where they develop professional skills to positively influence treatment and transform the modes of action of families.
The workshop system has as its central nucleus the theoretical-methodological and practical preparation of the promoters of the Hermanos Saiz Popular Council for the development of family guidance in preventive work content.
For the elaboration of the workshop system, it is proposed to take into account three stages:
I- Work organization and planning stage.
II-Execution stage.
III-Stage of evaluation of the workshop system.
General objective of the workshop system.
Contribute to the training of promoters, for family orientation in the Hermanos Saiz Popular Council, of the San Juan Y Martínez municipality.
Principles that support the workshop system:
- Unity of the affective and the cognitive in the development of the personality. Relationship between theory and practice. Corrective work - compensatory.
It also consists of methodological suggestions and finally an evaluation.
Graphic representation of the structure of the workshop system.
Workshop System Representation
Contents of the workshop system for training promoters.
Dosing of workshops
Workshop # 1: Opening workshop or analysis of the diagnosis.
Workshop # 2: Work with the family.
Workshop # 3: The joint activity. Fundamental path of family orientation.
Workshop # 4: My family is like that.
Workshop # 5: To get to know the family better.
Workshop # 6: Manifestations in the behavior of children.
Workshop # 7: The case study.
Workshop # 8: How to make home visits.
Workshop # 9: Closing Workshop
Workshop # 1: Opening workshop or analysis of the diagnosis.
Objective: Discuss with the promoters the results of the diagnosis and collect the
Workshop # 2
Topic: Work with the family.
Objective: Prepare promoters based on knowing what aspects are necessary to take into account when working with families.
Technique: work in pairs Modality: workshop
Methodology
First step: the workshop begins with the interpretation of a phrase:
"Each family differs from others by the intimate nature of life, relationships and the way of life they lead."
Second step: The participants will interpret the sentence and give their criteria.
A predesignated recorder will record the different interpretations.
Third step: Later, taking into account each interpretation given by the participants, they will be asked:
Are all families the same?
Can we work in the same way with each of them?
What aspects need to be taken into account when working with families?
Fourth step: Emphasis will be placed on the last question where the aspects to take into account are specified through the exchange. For work with the family, where the facilitator makes the conclusions.
ASPECTS TO TAKE INTO ACCOUNT FOR WORKING WITH THE FAMILY:
-The achievement of good communication that allows daily work and timely advice.
-They rely on the brochures that make up the "Educate your child" program, to guide the family in the activities to be carried out and the best way to carry them out.
-During home visits, in addition to meeting the objectives proposed for it, family relationships will be observed and guided as necessary.
Evaluation
Once this act is finished, a question will be asked to the participants which must be answered in the next activity.
Do you think it possible that within the framework of family relationships, educational work could be continued?
What is the fundamental way of orientation to the family?
Workshop # 3
Topic: The Joint Activity.
Objective: To prepare the promoters on ways to work with families, with an emphasis on joint activity, as a fundamental way of guiding the family.
Technique: Group work Modality: Reflective workshop
Methodology:
First step: The objective will be presented and the PowerPoint related to the topic will be viewed to the audience.
Due to the importance of the subject, one cannot fail to mention the ways of preparing the family:
Ways of preparing the family in their educational work.
Consultations with parents, educational moments; information through elaborated materials, meetings, the family orientation library and playroom, educational talks with families, observation of audiovisuals, educational messages on an individual and collective basis, home visits, which increase pedagogical, psychological and health of parents and as a fundamental way, joint activity.
Second step: The facilitator-guided analysis and debate will proceed, bringing the interventions closer to reality regarding the fundamental path of family orientation in the “Educate your child” program.
Participants will be asked several questions:
What is the fundamental way of orientation to the family?
What are the aspects that must be taken into account for its execution?
1-The joint activity that constitutes the organizational form par excellence in the non-institutional modality, but that by its essence “demonstrating actions to promote the development of a certain sphere is usually very valuable also in institutions, precisely for that reason it is oriented within the Priorities such as educational policy as the main way of preparation, is carried out without the children or with them according to the conditions and purposes.
For the organization of these joint activities, the executing agency must bear in mind the following aspects:
The "joint activities" are made up of three important moments:
an initial guiding phase, in which the family's attention is called to the activities that will be carried out with their children, the purposes they have, the areas of development that will be favored, the procedures and material resources (such as and with what to do them), among others;
A second moment, in which the activity is carried out, with the participation of children and families guided and stimulated by the executor, And the final moment, in which, while the children play attended by a person from the community (grandfather, federated, retired, among others), the executor assesses the activities carried out with the families, listens to their comments and opinions about what they The more it caught their attention, what they found or was most difficult, how to do it at home and with what materials, etc. It is at this time where the executor guides them to other activities that could complement and enrich the development of the child to carry them out during the week.
Third step: After these reflections, the facilitator will have planned an example of a joint activity in advance, which he will make available to the audience without framing each moment.
Fourth step: they will be given a time and then the analysis will proceed where they will explain from the previously provided knowledge that frame each moment and propose how they would do it.
Evaluation: What is the way that allows you to offer models of proceeding with the child?
Create an educational message that will guide the family on how to anticipate the different behavioral changes in their children.
Workshop # 4
Topic : To get to know the family better.
Objective: To prepare promoters so that they can apply the diagnostic instrument for families in complex social situations (See Annex 7)
Workshop # 5:
Theme: My family is like this
Objective : To prepare the promoters in the identification of the problems that affect the good family development with repercussions in the minor.
Technique: group work Modality: exchange
Methodology:
First step: The workshop will begin with a participatory technique that the promoters will be able to use in their work with the family.
The group will be divided into two teams, each team will be given a ribbon where it will have the word FAMILY vertically .
Team number 1: Will match each of the letters of the word, with characteristics and / or positive qualities of the families (functional).
Example: F eliz, A delinquent M aravillosa, I deal, L aboriosa, I nstructiva, A fectuosa
Team number 2: Will carry out the same order but with the condition that the characteristics and / or qualities will be negative (dysfunctional).
Example: F lagelante, A lterada, M altratadota, I ncomprensible, L astimosa, A rbitraria.
Once this activity is carried out, three aspects must change, from functional to dysfunctional and vice versa.
The participants will come to the conclusion that no family is so positive or negative, so the promoters must be prepared to work with the families they serve and according to the problems that each one has.
Second step: protocols will be distributed to the different participants so that they identify the affected indicator in each family context.
Example:
Pedro is a 4-year-old boy and the mother is a worker and is the only financial supporter, but she also has 2 more children and lives with Pedro's grandmother and uncle; they live in a small house with two rooms and three beds. There are no electrical appliances and there are also fights in the home between Pedro's mother and his uncle, the latter drinking alcoholic beverages every day and sometimes physically abusing the mother of the child in front of him.
The truth is that they hardly devote the necessary attention. Pedro, is the most spoiled child in the neighborhood, he does not respect the elderly, he beats his younger brothers, neglects his toys and when they scold him, because of his impotence, he cries without stopping.
Third step: From the content of the previous protocols, extract from them the most affected indicators and list them. The blackboard will be used for this activity
From the problems identified in the families:
What are the possible manifestations in the children of these families?
Workshop # 6
Topic: Manifestations in the child's behavior.
Objective: To prepare the promoters based on knowing which are the main manifestations in the behavior of children in preschool age.
Technique: Work in pairs Modality: Workshop
Methodology:
Contents: Methodological aspects of the psychopedagogical characterization. Diagnostic methods.
First step: The participatory technique "Chain of associations" is presented.
Objective: This is a technique that allows you to exercise the association of concepts. It also allows us to analyze the different interpretations of a term based on the specific experiences of the participants.
Application procedure: Some key words or concepts of interest to the group are chosen, such as Manifestation, Alteration, Behavior.
The participants are asked to associate them with other words that for them have some kind of relationship in order to express what they relate to.
Example: Manifestation is chosen, participants can name expression
The designated recorder writes down the different relationships that the participants have given, then it is discussed why they have related that word to another.
Later the facilitator conceptualizes these words.
Second step: From your experience as a mother and as a promoter, what are the most common manifestations of behavior that you know.
The facilitator will write these statements:
- CryingFearsFightingBadnessThe bitchBad wordsLack of appetiteSleep disturbances
Third step: After determining the manifestations of the behavior, the facilitator will distribute strips of paper where it will be stated: what must be done to avoid the manifestations and what to do if they arise, without naming the manifestation since the promoters will later identify it.
Evaluation: After analyzing the most common manifestations of behavior in this preschool age, the facilitator will ask.
Is the case study necessary to initiate and execute corrective actions?
What is the procedure to follow to determine the causes and define the intervention behavior?
Workshop # 7:
Topic: The case study in Preschool Education.
Objective : To prepare promoters to carry out case studies.
Technique: Teamwork Modality: Exchange
Methodology:
First step: The objective will be presented, the bibliography will be oriented and the content will begin, reflecting on the importance of the case studies that should be developed when faced with a need.
Second step: In this topic we will work with the elements to take into account for the development of the case study, following the adjustments of the case study methodology proposed by the M.Sc Ana Cristina Rodríguez Rivero (2009) for Preschool Education in his book entitled: Prevention and Preschool Education. Selection of readings.
In this topic, theoretical and practical elements will be provided:
Theoretical: The elements are introduced according to the adjustments made by the Master, which appear in the aforementioned book, elements such as:
-Aspects to take into account to develop a case study.
-Children who require this case study.
- Methodology to be followed to carry out the case study.
-Relevant aspects for the case study.
-Behavior to be assumed by the participants in the development of the case study.
Practical:
Taking into account the steps previously worked, the participants will proceed from two cases, the promoters model the actions of the case study, it will be discussed with a team presentation, which allows the facilitator to have evaluation criteria of the participants, this exercise You must put into practice all the theoretical and practical elements received in the workshops.
Evaluation.
From the following statement, reflect on applying the theoretical and practical knowledge received in the workshop:
The case study is carried out to determine the best ways to satisfy the educational needs of the child, therefore it constitutes a way to study their individual characteristics based on the system of educational influences that they have received throughout their lives.
Workshop # 8
Theme: Visiting the family.
Objective: To deepen the methodological aspects for conducting home visits.
Technique: Work in pairs Modality: Exchange
Methodology:
First step: The objective will be stated and the PowerPoint related to the topic will be presented, carrying out the analysis.
Home visits:
The non-institutional path of our educational system is inserted in a community and receives its influence, therefore if we are of the criterion that society as a whole educates, it is necessary to consider that all community agents, coming from different sectors and institutions also They must become aware of their responsibility in the education of children under six years of age and contribute to their preparation, providing even the most suitable conditions for them to develop a stimulating educational process, it constitutes a basic element to continue strengthening the educational work, starting from the diagnosis integral; This activity allows for closer ties between the community and the home and thus better attend to the individual differences of each family.
General objectives of home visits.
1- Know the family and social environment that surrounds the child to achieve a positive influence, which allows comprehensive education.
2- Strengthen the home-family-community link as one of the ways to modify the learner's family environment.
3- Offer guidance to families related to the child's behavior.
4-Raise the preparation of adult family members and stimulate their conscious participation in the formation of their offspring, in coordination with the Educate Your Child Program.
Some rules for visits.
1-Home visits are systematic in nature, and require a
previous preparation by the person who will perform it.
2-During the visit, they must maintain three aspects as a premise
fundamental:
3-Communication must take place in a natural and pleasant way.
4-The visitor must know how to listen, so he cannot be the one who speaks the most.
5-The conversation should not impress as if it were a questionnaire.
6-The specific objectives vary depending on the time of the course and the
current situations.
The home visit should serve to bring the father closer to the Group and this can only be achieved if in our actions we inspire trust and respect at the same time.
This allows the promoters to feel the home educational reality, check if the guidance provided has been taken into consideration and on this basis design the intervention.
In some cases, pedagogical guidance may be given to the family; The visit will allow the executor to better understand the coexistence at home, it will facilitate the invitation to other members of the family to the group, where they can continue talking about the central theme that the executor brings to the visit.
Classification of home visits.
-Familiarization. - Systematization. -Preventive and / or corrective intervention.
-Diagnostic function -Training -Guidance and support
-Family dynamics
Second step: We will proceed to the analysis and debate guided by the facilitator, bringing the interventions closer to the reality of the work of the “Educate your Son” program.
Third Step: The facilitator will read the quality criteria and the participants will be asked to reflect on the experiences acquired as protagonists in carrying them out.
Evaluation: From the quality criteria I evaluated which are the most affected indicators taking into account your experience as a promoter.
Workshop 9:
Topic: Closing Workshop
Objective: To evaluate the theoretical and practical knowledge acquired by the promoters.
A closing workshop will be held in the form of a presentation where the promoters present their different styles acquired after the training based on certain problems in their group. This will allow the evaluation of each of them and make an assessment of the effectiveness of the training received.
Results of the final observation to the preparation of the family.
5 family preparation activities were observed through the joint activity where it was found.
- 80% of the Activities observed satisfy the needs of the family's diagnosis, with a gain of 60% in relation to the initial diagnosis, so satisfaction is partially reduced to 20%, with a loss in this scale of 20%. The necessary conditions for the execution of the preparation are created by 80%, with a gain of 60% in relation to the initial observations, reducing the conditions that are partially created by 20%. % of the preparations use techniques and forms of stimulation that facilitate communication, with a gain of 80% in relation to the initial diagnosis. 80% of the activities ensure the use of routes and methods that demonstrate to the family how to do it in the conditions of the home with a gain of 60% in relation to an initial diagnosis,Partial utilization is reduced to 20%, with a loss of 20%. In 100% of the observed activities, the family is informed of the control to be carried out to measure compliance with the guidelines given, with a loss of 80% of the time it is not done
The following graph shows the results:
Observation Preparation for Families
Results of the final interview with the promoters.
The promoters interviewed agree with the criterion that this training has helped them to deepen their knowledge of the needs of families based on the social situation as well as the manifestations of the behavior of children, and therefore has facilitated The use of methods, ways, and techniques to stimulate group work, evidenced in the progressive evolution of the educational work carried out by the family as an active agent in the conditions of the home, concretizing in the end of Preschool Education with advances in the behavior of children. children as part of their comprehensive training
The work that is presented is oriented towards the pedagogical structuring of the training process for the promoters of the Educate Your Child Program through the use of the workshop as an organizational form of the process, from its systemic nature. The main problems that were solved are: Conclusions
- The pedagogical conformation of the training process for promoters of the PETH, from the realization of the needs diagnosis, execution and evaluation. Development of the professional performance of the promoters to:
- Elaboration, application and interpretation of the family diagnosis Family characterization The pedagogical conception of the joint activity The study and behavioral observation of children The case study procedure The methodology of the home visit.
BIBLIOGRAPHIC REFERENCES
- Martí, Jose. "Washington International Congress". In: Complete works, t. 6. p. 46.Vigostky, LS (1983) Selected Works, T.3. Editorial Pedagogical. Moscow, p.31 Castro Alegre, Pedro Luis. How does the family fulfill its educational function? Editorial Pueblo and Education. Havana City, 1996, p. 37 and 38. García Gutiérrez, Aurora, Castro Alegret, Pedro Luis,. Padrón Hecheverría, AR, Rodríguez, F. Family orientation in the educational system. In Pedagogy 2011. Course No.6 Approaches and experiences in school-family-community relations., P.44
BIBLIOGRAPHY
- ARÉS MUZIO, Patricia. (2004) Family and Coexistence. Editorial Social Sciences. Havana. BELL, Rafael and R. L Machín. (2002) Summoned by diversity. Editorial Pueblo y Educación. City of Havana CASTRO ALEGRET, Pedro Luis. (1996) How does the family fulfill its educational function? Editorial Pueblo y Educación. City of Havana.García Gutiérrez, Aurora, Castro Alegret, Pedro Luis and Padrón Hecheverría, AR, Rodríguez, F. Family orientation in the educational system. In: Pedagogy 2011. Course No.6 Approaches and experiences in school-family-community relations. MINED (2005) MODULE 3: THE FAMILY AND ITS ROLE IN CHILD DEVELOPMENT. In: digital support for the Master of Science in Education. Ministry of Education. IPLAC. Editorial Pueblo y Educación. Havana City.PÉREZ VALDEZ, ME(1994) Cuba a Non-Formal Alternative for Preschool Education. Editorial Pueblo y Educación. Havana City VIGOSTKY, LS (1983) Selected Works, T.3. Editorial Pedagogical. Moscow.
