Shared play scenographies in early childhood: participation and training of families
Abstract
When the family-school relationship is based on dialogue and collaborative involvement, it favors the integral learning of the whole educational community. This work has analyzed the participation and training of families through an artistic proposal developed by Teatro Paraíso in the Municipal Early Childhood Schools of Vitoria-Gasteiz; where families shared the experiences of playful scenographies with their daughters and sons in a specific and warm space. This has been a case study in which, through 3 focus groups, we have tried to describe the perceptions that families have about the artistic experience they have shared with their sons and daughters in order to understand the possibilities and the process of this joint learning. The families have concluded by saying that they perceive that their work is accompaniment, educationally, and socialization, and that accompanying requires training that is fostered through innovative experiences such as playful scenographies. The experience has provoked transformative learning in the community that brings them closer to their sons and daughters and their integration into the educating city model, thus helping in their development.
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