Working for a fairer and more egalitarian society implies, among other factors, to consider children’s education a priority. Although we regard children as very capable people, we assess the diverse contexts of their socialization as factors that may have an effect on their development. Not only are their family and school responsible for this, but also public administrations, whether health care, academic or any other kind.
We start from the certainty that development and education in the first years of life provide individuals with the foundations for a proper development of personality; therefore, all those interventions aiming at increasing the quality of services in this stage of life have to be preventive interventions, as we understand that there needn’t be clear pathologies or serious social problems to carry out such an intervention. Thus, the training of professionals is just one variable that may offer more certainties. We have to work with professionalism, which has to be based on research, among other variables.
We understand education in a transversal and longitudinal sense. That is, education is fundamental in all the areas and throughout the person’s entire lifespan. We start from a perspective that is respectful to the child and holistic as it considers the interaction between child and environment in all its complexity.
The constructivist, dynamic, humanistic, and ecological models are the ones closer to this paradigm and, therefore, our research projects will be mainly ascribed to them.