CONTEXTUALIZATION OF THE CONCEPT OF SUBJECTIVITIES IN CHILDHOOD
DOI:
https://doi.org/10.47847/myp.v7n1a5Keywords:
Subjectivity, childhood, emotional development, identity, socializationAbstract
This document explores the concept of subjectivity in childhood, highlighting its influence on emotional, cognitive, and social development. Subjectivity is understood as the way personal experiences, emotions, and beliefs shape one's perception of the world. For children, this subjectivity is key in the construction of their identity, as it helps them reflect on who they are and what values are important. Factors such as personal experiences, primary socialization, and cultural context influence this process. The family, being the first place of socialization, plays a crucial role by transmitting values and providing emotional support. The school, in turn, complements this process by offering an environment where children interact with others and explore new perspectives, fostering the development of social skills and critical thinking. This reflection also analyzes the influence of Information and Communication Technologies (ICT) on children’s subjectivity, highlighting both the benefits and risks associated with their use. Additionally, it emphasizes the importance of balancing subjectivity and objectivity in critical thinking, stressing that both are essential for the child’s holistic development.
Downloads
References
Álvarez, E. & Álvarez, M. (2020). Infancia y subjetividad: Las actividades rectoras en el desarrollo infantil. Magisterio.
Baquero, R. (2017). Subjetividad, Escuela y Sociedad. Paidós.
Berger, K. (2019). Desarrollo del niño y del adolescente. Editorial Médica Panamericana.
Bourdieu, P. & Passeron, J.-C. (2014). La Reproducción: Elementos para una teoría del sistema de enseñanza. Siglo XXI.
Bowlby, J. (1988). A Secure Base: Parent-Child Attachment and Healthy Human Development. Basic Books.
Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design. Harvard University.
Bronfenbrenner, U. (2021). La ecología del desarrollo humano: Experimentos en entornos naturales y diseñados. Paidós.
Brookfield, S. D. (2017). Becoming a Critically Reflective Teacher. Jossey-Bass.
Bruner, J. (2019). El proceso de la educación. Alianza.
Buckingham, D. (2019). The Media Education Manifesto. Polity.
Carrasco, D. & Scolari, C. (2022). Infancias y pantallas: Mediaciones tecnológicas en la cultura digital. Siglo XXI.
Corsaro, W. A. (2020). The Sociology of Childhood. Pine Forge.
Dubet, F. (2020). El declive de la institución: Profesores y alumnos en el nuevo siglo. Siglo XXI.
Erikson, E. H. (1963). Childhood and Society. Norton.
Erikson, E. H. (1968). Identity: Youth and Crisis. Norton.
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
Facione, P. A. (2020). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
González Rey, F. (2020). Subjetividad y educación: Una perspectiva cultural y crítica. Pueblo y Educación.
García, M. (2020). Infancia y subjetividad: Procesos de construcción de identidad en el contexto escolar. Morata.
Gadamer, H.-G. (1975). Verdad y método I (J. Pérez, Trad.). Editorial Sígueme. (Obra original publicada en 1960)
Gardner, H. (1983). Frames of Mind: The Theory of Multiple Intelligences. Basic Books.
Giddens, A. (2020). Modernidad e identidad del yo. Alianza.
González Rey, F. (2020). Subjetividad y educación: Una perspectiva cultural y crítica. Pueblo y Educación.
Gutiérrez, J. & Prieto, M. (2021). La escuela como espacio de construcción de subjetividades. Graó.
Hernández, J. & Ortiz, R. (2019). Desarrollo social y emocional en la primera infancia. Trillas.
Hoffman, M. L. (2000). Empathy and Moral Development: Implications for Caring and Justice. Cambridge University.
Holloway, D.; Green, L. & Livingstone, S. (2021). The Emerging Digital Child: From Early Childhood to Adolescence. Routledge.
Kohlberg, L. (1981). The Philosophy of Moral Development: Moral Stages and the Idea of Justice. Harper & Row.
León, B. (2021). La educación digital: Desafíos y oportunidades para la infancia. Narcea.
Lipman, M. (2018). Thinking in Education. Cambridge University.
Livingstone, S. (2020). Children and the Internet: Great Expectations and Challenging Realities. Polity.
Livingstone, S., & Blum-Ross, A. (2020). Parenting for a Digital Future: How Hopes and Fears About Technology Shape Children's Lives. Oxford University.
Maccoby, E. E. (2018). The Role of Parents in the Socialization of Children: An Historical Overview. Developmental Psychology.
Nussbaum, M. (2019). The Monarchy of Fear: A Philosopher Looks at Our Political Crisis. Simon & Schuster.
Paul, R., & Elder, L. (2019). Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Pearson.
Pérez Gómez, A. (2021). Educar para el desarrollo humano: Subjetividad y cultura en la educación infantil. Morata.
Pérez, M. & García, L. (2022). Familia, infancia y subjetividad: Un enfoque contemporáneo. Siglo XXI.
Piaget, J. (1954). The Construction of Reality in the Child. Basic Books.
Piaget, J. (2017). La formación del símbolo en el niño. Paidós.
Popper, K. (1963). Conjectures and Refutations: The Growth of Scientific Knowledge. Routledge.
Rogoff, B. (1990). Apprenticeship in Thinking: Cognitive Development in Social Context. Oxford University.
Rosenblatt, L. M. (1983). The Reader, the Text, the Poem: The Transactional Theory of the Literary Work. Southern Illinois University.
Rutter, M. (2019). Desarrollo socioemocional y familia: Perspectivas psicológicas contemporáneas. Ariel.
Selwyn, N. (2019). Education and Technology: Key Issues and Debates. Bloomsbury Publishing.
Tedesco, J. C. (2019). El nuevo pacto educativo: Educación, competitividad y ciudadanía en la sociedad moderna. Losada.
Trepat, E., & Agulló, M. (2021). Juego y creatividad en la educación infantil: Nuevas perspectivas. Graó.
Vygotsky, L. (2018). El desarrollo de los procesos psicológicos superiores. Akal.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University.
