Aprendiendo a verbalizar

Treball Final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic: 2016/2017Then presents the final degree work which deals mainly with the relevance of the stimulation of the oral language in the second cycle of early childhood education. It also aims to reach a clear definition of the theoretical concept of the oral language, through various theories of acquisition anddevelopment. Second, starting from the theoretical framework, has carried out a methodological proposal with the intention of working, from three areas of early childhood education, development and acquisition of the oral language in pupils of 3-4 years, checking, at the same time, the level of acquired language that have depending on their age and the difficulties presented when it comes to express orally. In this way, also contrasts that language is one of the main tools of thought, being the backbone on which are built the rest of learning, as the cited authors. Is a methodology that revolves around 7 activities where function and the attitude of the teacher is more than relevant and, therefore, a conditioning factor for the students. The results show us if raised activities are suited to this role, commenting on the conclusions, the singularities of each activity section.A continuación, se expone el Trabajo Final de Grado que aborda, principalmente, la relevancia de la estimulación del lenguaje oral en el segundo ciclo de Educación Infantil. También pretende acercarse a una clara definición del concepto teórico del lenguaje oral, a través de diversas teorías de adquisición y de desarrollo del mismo. En segundo lugar, a partir del marco teórico, se ha llevado a cabo una propuesta metodológica con la intención de trabajar, desde las tres áreas de la educación infantil, el desarrollo y adquisición de la lengua oral en alumnos de 3-4 años, comprobando, a su vez, el nivel de lenguaje adquirido que tienen en función de su edad y las dificultades que presentan a la hora de expresarse oralmente. De este modo, también se contrasta que el lenguaje es una de las principales herramientas del pensamiento, siendo el eje vertebrador sobre el que se han de construir el resto de aprendizajes, como afirman los autores citados. Es una propuesta metodológica que gira en torno a 7 actividades donde la función y la actitud del maestro es más que relevante y, por lo tanto, un condicionante para los alumnos. Los resultados obtenidos nos muestran si las actividades planteadas son las adecuadas para cumplir este cometido, comentando en el apartado de conclusiones, las singularidades de cada actividad

Neoliberal governance, sustainable development and local communities in the Barents Region

There are currently high hopes in the Barents Region for economic growth, higher employment and improved well-being, encouraged by developments in the energy industry, tourism and mining. The article discusses these prospects from the perspective of local communities in five locations in the region, which spans the northernmost counties of Finland, Norway, Sweden and Northwest Russia. The communities studied are remote, relatively small, multicultural, and dependent on natural resources. The salient dynamic illuminated in the research is how ideas of sustainability and neoliberal governance meet in community development. While the two governmentalities often conflict, they sometimes also complement one another, posing a paradox that raises concerns over the social aspect of sustainable development in particular. The article is based on international, multidisciplinary research drawing on interviews as well as statistical and documentary analysis