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Creation of foundling homes
Houses for newborns and abandoned children, mostly in church's doors in Buenos Aires -
Period: to
FIRST STAGE
Its identity was assistance, charity and philanthropy. -
Need for an early chilhood education
It’s the beginning of education for teachers -
The Charity Society is created
First try of education for the early childhood with a certain level of systematization created by Bernardino RIvadavia -
First ideas
Sarmiento and Juana Manso began with childhood education, inspired on Kindergarten values by Frochel. -
The Asylum Rooms are included by Sarmiento in an educational project
Through that, the institution turn to be defined as educational and social under the context of popular education. And they were defined as a place of social homogeinization. -
Law N°1.420
Free, compulsory and secular education from six to fourteen years old. -
Law 1420 article 11
It established the creation of "One or more Kindergarteners on the cities in which where possible to equip them enough"
The state promoted the creation of Kindergartens attached to normal schools.
First one in the "Escuela Normal del Paraná" -
Period: to
SECOND STAGE
Level institutionalization: disciplining, public instruction, homogenization. -
First Mendocinian Kindergarten
Place in "Normal Nicolás Avellaned School" -
Provincial Law of Common Education
It is about the creation of Schools General Direction and the General Education Council -
First kindergarten for important families
Leopoldo Lugones wanted to close every kindergarten. -
Period: to
THIRD STAGE
Conservatives onslaught and the Early Education. Survival dispute -
"Merceditas de San Martín Kindergarten"
It is found in Mendoza by The governor Rufino Ortega and The Schools Director Mr. José Simón Semorille. -
Merceditas de San Martín Kindergarten is moved to Patricias Mendocinas School.
In spite of The General Schools Director Mr. Antequeda's thought of "kindergartens been a domestic institution, and that they should be remove". That year the Kindergarten was moved and attached to Patricias Mendocinas School -
New School's influences
They started to be seen.
Until that moment kindergartens were seen as places only for poor sectors. The State recognized them as part of it self and with its own pedagogical and social values. -
Pedagogic Renovation's Ideas
They stay with the values of Juana Manso. -
Period: to
FOURTH STAGE
Kindergarten institutional consolidation. Pedagogic vanguard. Differentiation of institutionalization circuits for childhood -
Trenque Lauquen Kindergarten
First kindergarten of Buenos Aires -
Creation of two kindergartens
N° 0-002 “Gregorio Araoz Alfaro”
Nº 0-003 “María Curie -
Period: to
Simini Law
Preschool education. Free and obligatory for Buenos Aires’s children from three to five years old. -
Period: to
Perón's Government
"children are the only privileged"
Kindergartens turn out to be key pieces destined to popular sectors and to equalize social conditions in the children development. -
Pshycoanalysis – Sigmund Freud
It started to change the Argentinian education. -
Sciences of education
It started in the University of Buenos Aires. -
Children’s rights
Universal declaration of children’s rights. -
Period: to
FIFTH STAGE
Pedagogical renewal: New School - psychoanalysis - Game as central axis -
Period: to
Social and cultural changes
Women begin to work and to take public areas in order to equated their rights with the ones mens had. Nurseries are placed in the cities to take care of kids while parents worked.
They were private and they weren't superviced.
Those were the first tests of what then will become into kindergartens -
• The book "Fundamentos y Estructuras del Jardín de Infantes" is published
By Cristina Fristche and Hebe San Martín de Duprat, It proclaimed child's playful and expressive capacity, for kids of three, four and five years old. It was guided by Pablo Freire pedagogy -
"Today kindergarten"
Book of Lydia Bosch, Lillia Menegazzo and Amanda Gallí where they put the values of Jean Piaget (children pshycology) -
Law N° 20.582
Creation of the region Nursery’s Institution. -
The title of Pre-primary education Inspector is created
As a response of the creation of attached sections in primary schools at provinces as in the nacion -
Period: to
SIXTH STAGE
Military dictatorship
It was a time of regression, many kindergartens were closed, and some schools were passed from the state to the provinces.
The schools changed their pedagogy to a new model based in order and discipline.
The games in kindergartens were rule as spaces of control.
Children's literature books such as Elsa Bornemann, Laura Devetach and Maria Elena Walsh were prohibited. -
Democracy Recovery
Education methods, attitude and teaching roles were put under debate. Neoliberal policies generated more poverty.
Education then was not just about teaching but assistation also.
In kindergartens there were to lines, psychological, teachers as critics observers, and political, teachers as educationers and guardian of acces to knowledge. -
Period: to
SEVENTH STAGE
The Initial Level from democratic reopening to modern day -
The Harmonising Commission is created
It was in charge of developing the Diseño Curricular for kindergartens and eight preparation modules -
Period: to
SEOS emerge
Educational Services from Social Origin created during Bordón governation. Accompanying from popular education and social contention the most vulnerable communities -
Period: to
First Communal Pedagogical Formation
Formation organized by "Cruz del Sur proyect" were SEOS's nurseries teachers participated. -
Law of Federal Education
It's the first law at National Level
It present that classes for five years old kids are obligatory and separate nurseries from kindergartens. -
First Nucleated Kindergarten
N°1-101 in Malargüe, Mendoza -
Professional and edilic formation for some Nurseries with children in nutritional risk
It was supported by PROMIN (Infant Motherly and Nutrition Program) and BIRD (International bank of Reconstruction and Promotion) -
Law of Federal Education Implementation Process
Resolution number 1190/97 from Schools General Direction made the Diseño Curricular Provincial for Initial level, First and Second cycle of Basic General Education effective. And it remind that way from 1998 till 2014. -
SEOS Decentralization
They were taken from Schools General Direction to the communes and Non gubernamental Organisms -
Law of Public Provincial Education N° 6.970
It made classes for four years olds children mandatory. -
NAP 2004 (Priority Learning Cores)
NAP are redacted In order to overcome the educational differences all over the country -
Law 26.061of Integral Protection of Boys, Girls and Adolescent Right
It abolish the Patronato Law from 1919. -
Law of National Education is enacted
From that moment education turn to be an all citizen right. (Articles 4 and 11). -
Educational Direction of Social and Cooperative Gestion is created and also Initial Education Direction.
That same year teachers are asked about the relevance between the Documentos Curriculares and their relation with the Law N° 2606/06 and Initial level documents -
Curricular Commission for Initial level is formed
-
Period: to
Curricular Construction Provincial Seminars
They ensure the participation of approximately 5.000 teachers of the Pedagogical Unit of the level