Reconceptualization of cultural heritage with teachers in early childhood education training

Abstract

An investigation is offered with teachers in early childhood education training, in order to compare the evolution on the concept of heritage and the purposes of heritage education, when taking an optional subject related to heritage and school; a period with little attention to the results of teaching practices. Through a pre-test and post- test questionnaire, quantitative and qualitative data on the progress of the students are obtained. The results show an advance in the conception of heritage and its usefulness in school. From a material and contemplative typology, one passes to a comprehensive vision, useful for knowing the environment through the identification of symbolic and identity values. Therefore, the goodness of working on patrimonial education with teachers in training of this educational stage is induced, to improve the approach to heritage from the earliest ages of children.