Learning to care for ourselves, a virtual service-learning experience in early childhood education

Abstract

This study presents a virtual Service-Learning experience developed by the students and professor of the course in Tutorial Action and Attention to Childhood and the teachers and students in Early Childhood Education, in order to respond to the needs proposed. A project was designed for this with the following objectives, among others: a) Create cooperative university-school work spaces that enable transfer of knowledge to real situations, and b) Favor theory-practice connection of the course. During the various stages of the project, the students, using a variety of technological resources, implemented the activities that formed the service, for which they had to put into action different types of knowledge connected with the contents and competencies of the course, the context where the experience was materializing and the singularities of the minors. The results found from an ad hoc questionnaire and analysis of reflective diaries, emphasize virtual teaching in Service-Learning practice for linking theory and practice, promoting personal, study and social development of the students, and favor cooperative work between the university and other institutions around it.