Citizenship and heritage education in childhood

Abstract

INTRODUCTION: The development of a citizen childhood requires educational proposals that encourage children's participation and that are linked to the city's heritage. The aim of this research is to analyze and assess the impact of the MECOI map on the development of learning related to heritage and citizenship in the students of Early Childhood Education (3-6 years). METHOD: This work is part of an evaluative research of an intrinsic case study, supported by the analysis and interpretation of the information collected through drawings and narratives - drawings-interviews - of Early Childhood Education students, in the context of the experience "Walks through Córdoba to learn about Heritage with Children's Eyes". A total of 236 drawings with their respective interpretations were analyzed using content and discourse analysis techniques. RESULTS: The results reveal that: a) the knowledge and learning of elements and aspects of the historical-cultural and architectural heritage by students aged 3 to 6 years; b) although the children's representations show less interest in the natural dimension of the heritage environment, awareness of its care and conservation is achieved to a certain extent; c) the proposals and experiences focused on the activity and interaction of children with heritage enhance the development of their citizenship competence, from an active, critical and transformative participation. DISCUSSION: This research concludes the usefuless of heritage education for the development of citizenship competence at the infant stage.