Inclusión de las familias migrantes en la educación inicial chilena: un estudio documental

The objective of this article is to present the analysis of the ways in which educational policies respond to the inclusion of migrant families in Chilean kindergarten education. For which a qualitative of documentary type is carried out during the second semester of the year 2022, where a systematic review of articles was executed in databases such as: Academia, SciELO, Researchgate, mainly. The selection of articles is made by means of keywords: family, migration, initial education. In addition, we searched for, reviewed and analyzed official documentation published between 2005 and 2022, from institutions that formally provide kindergarten education. The results indicate that, although there are spaces and diverse forms of participation of migrant families in Chilean kindergarten education, the policies do not respond to their contexts, interests and needs.Este artículo tiene por objetivo presentar el análisis realizado respecto de las formas en la que las políticas educativas responden a la inclusión de las familias migrantes en la educación parvularia chilena. Para lo cual se efectúa una investigación cualitativa de tipo documental durante el segundo semestre del año 2022, donde se ejecutó una revisión sistemática de artículos en las bases de datos como: Academia, SciELO, Researchgate, principalmente. La selección de artículos se realiza por medio de palabras claves:  familia, migración, educación inicial. Además, se busca, revisa y analiza documentación oficial publicada entre los años 2005 a 2022, de instituciones que imparten de manera formal educación parvularia. Los resultados indican que, si bien existen los espacios y diversas formas de participación de las familias migrantes dentro de la educación parvularia chilena, las políticas no estarían respondiendo a sus contextos, intereses y necesidades

Effects of Combined Movement and Storytelling Intervention on Fundamental Motor Skills, Language Development and Physical Activity Level in Children Aged 3 to 6 Years: Study Protocol for a Randomized Controlled Trial

This study protocol aims to analyze and compare the effects of combined movement and storytelling intervention (CMSI) on fundamental motor skills (locomotor skills and object control), language development (language comprehension, language expression, vocabulary and language description), and physical activity levels (light intensity, moderate-to-vigorous intensity and sedentary time) in children aged 3 to 6 years. The sample will consist of 144 children from 12 class groups, randomly assigned to 3 experimental groups (n = 72 children) and 3 control groups (n = 72 children), belonging to 4 class groups of upper-middle-level classes (2 experimental and 2 control; 3 to 4 years), 4 transition level 1 classes (2 experimental and 2 control; 4 to 5 years) and 4 transition level 2 classes (2 experimental and 2 control; 5 to 6 years). The experimental groups will perform CMSI for 3 sessions per week (40 min per session) over 12 weeks (using one motor story per week), while the control groups will not receive any treatment. The main outcome will provide information about fundamental motor skills, language development, and physical activity levels. Our hypothesis indicates that CMSI has the potential to generate significant increases in selected assessments. If this intervention proves to be beneficial, it could contribute to preschool and school curricula