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Houses for newborns and abandoned children, mostly in church's doors in Buenos Aires
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Its identity was assistance, charity and philanthropy.
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It’s the beginning of education for teachers
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First try of education for the early childhood with a certain level of systematization created by Bernardino RIvadavia
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Sarmiento and Juana Manso began with childhood education, inspired on Kindergarten values by Frochel.
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Through that, the institution turn to be defined as educational and social under the context of popular education. And they were defined as a place of social homogeinization.
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Free, compulsory and secular education from six to fourteen years old.
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It established the creation of "One or more Kindergarteners on the cities in which where possible to equip them enough"
The state promoted the creation of Kindergartens attached to normal schools.
First one in the "Escuela Normal del Paraná" -
Level institutionalization: disciplining, public instruction, homogenization.
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Place in "Normal Nicolás Avellaned School"
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It is about the creation of Schools General Direction and the General Education Council
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Leopoldo Lugones wanted to close every kindergarten.
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Conservatives onslaught and the Early Education. Survival dispute
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It is found in Mendoza by The governor Rufino Ortega and The Schools Director Mr. José Simón Semorille.
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In spite of The General Schools Director Mr. Antequeda's thought of "kindergartens been a domestic institution, and that they should be remove". That year the Kindergarten was moved and attached to Patricias Mendocinas School
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They started to be seen.
Until that moment kindergartens were seen as places only for poor sectors. The State recognized them as part of it self and with its own pedagogical and social values. -
They stay with the values of Juana Manso.
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Kindergarten institutional consolidation. Pedagogic vanguard. Differentiation of institutionalization circuits for childhood
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First kindergarten of Buenos Aires
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N° 0-002 “Gregorio Araoz Alfaro”
Nº 0-003 “María Curie -
Preschool education. Free and obligatory for Buenos Aires’s children from three to five years old.
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"children are the only privileged"
Kindergartens turn out to be key pieces destined to popular sectors and to equalize social conditions in the children development. -
It started to change the Argentinian education.
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It started in the University of Buenos Aires.
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Universal declaration of children’s rights.
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Pedagogical renewal: New School - psychoanalysis - Game as central axis
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Women begin to work and to take public areas in order to equated their rights with the ones mens had. Nurseries are placed in the cities to take care of kids while parents worked.
They were private and they weren't superviced.
Those were the first tests of what then will become into kindergartens -
By Cristina Fristche and Hebe San Martín de Duprat, It proclaimed child's playful and expressive capacity, for kids of three, four and five years old. It was guided by Pablo Freire pedagogy
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Book of Lydia Bosch, Lillia Menegazzo and Amanda Gallí where they put the values of Jean Piaget (children pshycology)
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Creation of the region Nursery’s Institution.
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As a response of the creation of attached sections in primary schools at provinces as in the nacion
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Military dictatorship
It was a time of regression, many kindergartens were closed, and some schools were passed from the state to the provinces.
The schools changed their pedagogy to a new model based in order and discipline.
The games in kindergartens were rule as spaces of control.
Children's literature books such as Elsa Bornemann, Laura Devetach and Maria Elena Walsh were prohibited. -
Education methods, attitude and teaching roles were put under debate. Neoliberal policies generated more poverty.
Education then was not just about teaching but assistation also.
In kindergartens there were to lines, psychological, teachers as critics observers, and political, teachers as educationers and guardian of acces to knowledge. -
The Initial Level from democratic reopening to modern day
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It was in charge of developing the Diseño Curricular for kindergartens and eight preparation modules
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Educational Services from Social Origin created during Bordón governation. Accompanying from popular education and social contention the most vulnerable communities
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Formation organized by "Cruz del Sur proyect" were SEOS's nurseries teachers participated.
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It's the first law at National Level
It present that classes for five years old kids are obligatory and separate nurseries from kindergartens. -
N°1-101 in Malargüe, Mendoza
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It was supported by PROMIN (Infant Motherly and Nutrition Program) and BIRD (International bank of Reconstruction and Promotion)
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Resolution number 1190/97 from Schools General Direction made the Diseño Curricular Provincial for Initial level, First and Second cycle of Basic General Education effective. And it remind that way from 1998 till 2014.
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They were taken from Schools General Direction to the communes and Non gubernamental Organisms
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It made classes for four years olds children mandatory.
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NAP are redacted In order to overcome the educational differences all over the country
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It abolish the Patronato Law from 1919.
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From that moment education turn to be an all citizen right. (Articles 4 and 11).
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That same year teachers are asked about the relevance between the Documentos Curriculares and their relation with the Law N° 2606/06 and Initial level documents
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They ensure the participation of approximately 5.000 teachers of the Pedagogical Unit of the level