SOCIAL DEVELOPMENT OF CHILDREN IN EARLY CHILDHOOD EDUCATION: AN APPROACH TO THE ROLE OF THE TEACHER IN WORK PROJECTS' METHODOLOGY

This case study aims to deeply understand about how Early Childhood Education teachers, who follow Work Projects ' methodology, promote children's social development. The participants are 22 teachers, well experienced in applying such pedagogical approach. The method is mainly qualitative, whereas it has certain mixed orientation. In order to achieve a triangulation of techniques to seek information, the SIPPY (Social Interaction Practices for the Preschool Years) questionnaire has been applied, a participant observation process has been carried out, and pre-service teachers ' diaries has been analyzed. At the end of the research, Work Projects ' methodology is seen as an educational paradigm which offers children countless opportunities to interact with peers. At the same time, the daily performance of teachers becomes an important socializing influence, which indirectly tells pupils how to participate and get along with others in the classroom.