Las TIC como apoyo a la tutoría en la Educación Infantil. Una propuesta para la colaboración

Abstract

Tutoring is an intrinsic function that belongs to teachers at all levels of education. Orientation and tutoring should not be taken as single processes used in order to solve problems at the moment they occur, but they should rather be part of a long chain of sequential and programmed actions. Their objective is the complete formation of the individual regardless of his background or personal characteristics. They provide answers to the principle of attention to diversity. They are mainly synergistic actions and they have to be open to social change and to any other change that could affect people under tutoring. This requires the use of all the specialized resources available, in particular ICT to personalize the processes and adapt them to the different contexts (Pantoja Vallejo, 2013). Therefore in this study we have analyzed how tutoring develops and takes place in kindergarten in two different contexts: first in Spain (in the area of Jaen) and then in Portugal (in the area of Coimbra). We offer the optimization of family-school relationships, helped by ICT tools, such as classroom blogs.