OMEP: Theory into Practice (TIP)
ISSN 2796- 7867
Was born in June 2017, when the OMEP Executive Committee decided to create a new journal, to be published online, with the aim of sharing educational practices dedicated to early childhood, through a flexible, responsive, available and free proposal.
OMEP Theory Into Practice has a rigorous Peer Review evaluation system, but the scrutiny of the articles is focused on supporting the empowerment and professional development of educators through the joint construction of an epistemology of the practice (Schön, 1992). It is intended to highlight the professional knowledge of the teacher, assuming knowledge and art as starting points that are part of their effective practice. Above all, to describe their reflections in action, usually crossed by uncertainty, singularity and conflict.
OMEP Theory Into Practice, aspires to become a tool to share the knowledge of OMEP colleagues as a community of practice committed to early childhood education and care. It should be noted that a community of practice is “a group of people who share an interest, a set of problems, or a passion on a topic, and those who deepen their knowledge and experience in the area through continuous interaction that strengthens their relationships” (Etienne Wenger, 2002).
The fact that it is virtual allows readers to contact people from different areas. This multicultural and geographically diverse view clearly enriches the proposal with a variety of professional and human perspectives.
Pedagogical knowledge arises from a triple relationship between practice, reflection, and the tradition of the trade. “Where the practice is constituted in the daily life, the reflection in the process, almost natural on said daily life that allows the critical link of the various fragments
of the disciplinary structures that converge in the trade, and finally, with the tradition of this where the knowledge accumulated by the profession becomes present” (De Tezanos, 2002).
The OMEP Magazine: THEORY INTO PRACTICE (N°6, 2023) dedicates this number to the acknowledgement of instructional strategies for the development of social, emotional and cognitive learning in institutions dedicated to early childhood. Some of these strategies are implemented directly with children, while others are enforced to future teachers so that they can be transferred to educational settings.
The experiences published in this fifth edition highlight the lessons learned in early childhood education during the pandemic, and the most relevant aspect was the realization that, from crisis and uncertainty, we learn. Participate Colleagues from Argentina, Colombia, Hong Kong-China, Israel, Japan, Russia, New Zealand and Uruguay.
This fourth issue has articles in Spanish and English, that address the importance of play in early childhood. Colleagues from Argentina, Colombia, Japan, Russia and New Zealand participated in this edition.
This third issue in Spanish and French, which are also the official languages of the organization. Colleagues from Argentina, Colombia, Cuba, Chile, Japan, Spain, Mexico, Russia and Uruguay participated in this edition.
This issue is both global and local. The articles show that quality teaching practice in preschool and early childhood settings across the world continues is a critical factor in supporting children to lead full and purposeful lives into the future. Content: Editorial and participation of several countries: New Zealand, Bulgaria, Ghana, Russia, Italy, Ireland, Croatia.
The first issue born connected with the celebration of OMEP’s 70th anniversary, this inaugural issue of Theory into Practice illustrates both the shared commitments and the diversity of OMEP’s membership. Content: Presentation of the former president and articles from Greece, Russia, South Korea, Ukraine, New Zealand, Hong Kong China, Uruguay, Mexico.