Social and civic competence in childhood education -Teachers overview-

Abstract

This article presents views and opinions of childhood education teachers about social and civic competence and their experience on how to work it. The first step was a review of the concepts in this competence then was outlined by a Delphi study in several rounds and finally this competence was defined with 89 elements structured in five dimensions. Subsequently, a Likert scale questionnaire was development; this questionnaire with three main sections: 1) Socio-demographic data, 2) Educational and Project Center and 3) Social and civic training, was validated and then it was given to Andalusia teachers, who work in different educational levels, getting801participants. Thisarticle provides the findings with Childhood Education (2nd cycle) teachers. The number of Childhood Education teachers who responded  to the questionnaires was 45, being represented all provinces and types of school.

The conclusions show that the social and civic competences not an issue planned and worked explicitly in the classrooms of childhood education, and that teachers take advantage of classroom situations to treat but not as a central theme or of interest itself. Lack of training to develop this competence, lack of resources and materials are the main causes involved in this way. Finally, note that the teachers state that the involvement of families is apriority to develop and work the social and civic competence in the classroom.