Family diversity from the perspective of future Early Childhood Education teachers: Training needs

Abstract

Bearing in mind that the presence of the family is fundamental for the integral development of the child, and that the Early Childhood Education teacher will have to cooperate with it in order to optimize it, it has been decided to investigate what training is offered from the Early Childhood Education Degree on Family Diversity, as well as to find out how future teachers perceive the family. This research focuses on future Early Childhood Education teachers and aims to determine what they identify as family and how they value the training received in order to provide a quality educational response to family diversity. 150 undergraduate students have participated as graduates, filling out a questionnaire ah doc. From the methodological point of view, the descriptive statistics (mean and standard deviation) and frequencies were calculated, as well as the Pearson chi-square test (2) and the Mann-Whitney U to check if significant differences existed. The results showed that the traditional nuclear family continues to be the most identified, and that the family typologies indicated are influenced by course, religious affiliation and political tendency. Furthermore, training is still insufficient and they do not know enough resources to deal with it.