Abstract

TOMASINI, Marina. La escolaridad inicial como contexto socializador: complejidad y conflictividad en la trama interactiva cotidiana. RMIE [online]. 2008, vol.13, n.36, pp.7-34. ISSN 1405-6666.

The settings of preschool education, which have been expanding in various countries in recent years, have become places of socialization for children prior to compulsory schooling. Based on a study of socialization practices and processes in schools in Córdoba, Argentina, this article attempts to characterize the psychosocial meaning of children's attendance in such institutional contexts. Two dimensions of analysis are presented: a) children's entrance into a specialized institutional context; and b) their systematic social experiences with peers. The study is aimed at contributing to understanding the complex and conflictive dynamics that characterize the process of incorporating children into this type of educational settings.

Keywords : preschool education; socialization; conflict; learning experiences; psychosocial factors; Argentina.

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