Internal Coherence of Curricular Designs of Kindergarden Education in Latin America whit Relation to its Learning Approach

Abstract

An analysis of the internal coherence of the Initial Education curricular designs of the nine Spanish-speaking South American countries is presented, in relation to their learning approach. Before the analysis, the concept of curriculum and internal consistency on which it is based is pointed out; Likewise, the assumed classification of learning approaches is exposed, which distinguishes three fundamental ones: behaviorism, cognitivism and constructivism. A mixed method (qualitative and quantitative) with sequential design was applied. Two instruments and two scales are used. Findings: a) Five curricular designs explain your learning approach; b) of these five documents, three are highly consistent with that approach and two are fairly consistent; c) of the four curricular designs that do not explain any learning approach, three contain evidence of three approaches, and the fourth document contains evidence of two approaches; d) two of these four documents have high coherence, and the other two have low coherence. It is concluded that the curricular coherence, in relation to the referent learning approach, is presented in a different way in the different curricular designs of the studied group.