Psychology

This article is based in the Evaluation of the innovative non-formal early childhood called (PROPEDEINE that took place in Puno Peru and set basis for the non-formal early childhood programmes in Latin America. The programme was experimented in de decade of 70’s and here her author Dr. Llanos presents us a very special facet, which is the presence of a great number of men as Animadores in this programme.
This is once more and amazing contribution of the indigenous communities. The current trend and main themes in this century, that is 40 years later is the advocacy for more presence of men in the lives of small children.
Peru will remain as a pioneer in the area of early childhood and also the current analysis show us the amazing wisdom of the indigenous peoples as the PROPEDEINE programme was based in Puno land of Quechua and Aymara communities.

Dr. Martha Llanos is a Peruvian pioneer of early childhood with strong emphasis on indigenous children rights. She has lived with indigenous people in Peru, Nepal, Lesotho and nomads from Sudan. She initiated her professional life as researcher in the field of poverty and human development, patterns of child rearing, family and school values and interactions. Currently she is an International Consultant devoted to evaluation and planning of early childhood programmes and development of policies for the fulfillment of children’s rights with special emphasis on indigenous children intercultural bilingual programmes and education for peace.

Los programas de Educación Inicial no escolarizada se iniciaron en el Perú a finales de la década del 60, constituyéndose en esfuerzos pioneros en la Región andina y en el continente Latinoamericano.Esta primera evaluación integral realizada en los años 1975-1976 constituye un esfuerzo y aporte de la UNICEF y la USAID conjuntamente con el Ministerio de Educación del Perú para analizar los logros y limitaciones de un esfuerzo de alta participación comunitaria y de inserción en el campo de la educación no formal.

Los Wawa Wasis o Wawa wawa utas “casas de niños” en quechua y aymara respectivamente son un aporte trascendental en la historia de la Educación de la primera infancia en América Latina. El PROPEDEINE con sede en Puno, Perú, ha sido también históricamente el único proyecto que tiene como “profesores” o Animadores” “Facilitadores” a personajes masculinos.

El documento original de esta evaluación ha sido redimensionado a la luz de un proceso histórico de casi 4 décadas de experiencias en el campo de la educación Infantil tratando de mantener al alcance de los interesados la mirada hacia los trabajos iniciales, pioneros en el campo de la Evaluación.  En general encuentro que mucha de la historia de los procesos de proyectos inéditos que dejaron huella en el devenir de la atención infantil no han sido publicados y las historias muchas veces se pierden.
Siendo parte del grupo de profesionales pioneros de la Educación Infantil en Perú considere un deber recuperar los documentos originales y compartirlos con los profesionales interesados en el tema que se inserta en el gran marco de los Derechos de la niñez.

The paper established the strong linkages between early Childhood, Human development and National happiness. Human development identified with expression of freedom and well being, has its seeds in the early years of life and the recognition that children come to this world full of potentials and capabilities; this constitutes a period where fundamental rights have to be achieved specially under the proposal of Bhutan’s. National happiness.

Suggestions are given for significant interaction to be established in the areas of education within a new human development perspective Therefore for long lasting sustained National Happiness investment should be geared towards an integrated quality early childhood education basis for Happiness, Peace and human dignity, today’s greater recognition and celebration of the richness of human nature, its values and cultural differences.

Based on a holistic perspective we understand education as a life-long process that reaffirms identities, cultures and epistemologies and the intergenerational transmission of knowledge is fundamental to this process. In the original peoples culture concepts of education focus on community development which encompasses a broader and holistic conception of well-being as it relates to the spiritual, cultural, emotional social and physical well-being of the whole community. The methods of transmission are through the spoken word, visual imagery and ceremony. Historically indigenous literacy, learning and life vision were preserved via oral tradition, kept in the memories of the Elders of each community.

The above framework represents a clear understanding of the need to look at museums potentials as world visions connectors and facilitating networking with other Educational institutions. As educator and Human Development artist, emphasis has to be placed in the concept of a museum as a Place to encounter life, with people’s dreams, with their achievements, all guided under the umbrella of Peace Education based on Intercultural understanding. We live in a very dynamic world and museums have to be revived as intergenerational, intercultural, promoters of innovation and creativity.

Art and Drama, schools can recreate characters, dialogues, interactions of given cultures, time and others and have forums, the use of Forum theater, Playback and so many forms of theater can be used. An overall Communication Strategy and New dimensions in Training will be required for the staff of already existent museums as part of a professional development of museums practitioners with an intercultural and peace education perspectives.

Peace Museums  should serve as a space to share spirits and wisdom to create society where people believe in humanity, overcome differences and join together, to imagine and conquer all sorts of violence that inhibits self-realization.
After meeting Ms. Yazuko Yamane (from Kyoto)  in New York on occasion of the 25th anniversary of the institute for Human Rights, University of Columbia in New York. I reencounter Betty Reardorn and many peace educators, activists and others from around the world, also attended a ceremony in NY in remembrance of Hiroshima Nagasaki day, shared with new generation from the Peace Boat and listened about Peace Museums. I came back to Peru with the idea of searching more about possibilities for a Peace Museum under a concept that peace should be and is at the core of our human existence, and memory and history reveals path for the future.
This way I am presenting the proposal of the Memory Path to be an open interactive Peace Museum starting with the photograph exhibition of the Yuyapanaq, then the Sculpture the Eye that Cries with the message and ritual for understanding of peace and finally the most beautiful garden with much space for art, music and dance for storytellers and places of intergenerational encounter as a tribute for peace.

This paper was presented at the 6th Conference on Peace Museums held in Kyoto in 2008 and published in the Proceedings of the Conference.

mllanospeaceambassadors@gmail.com

The author Martha Llanos has lived with indigenous people in Peru, Nepal, India, Lesotho and nomads from Sudan. She initiated her professional life as researcher in the field of poverty and human development, patterns of child rearing, family and school values and interactions and teachers training.
Dr. Llanos is a Peace activist and this paper is based on her experience in the field of children rights. In the first historical meeting of the Indigenous Forum at the UN in New York she was responsible for organizing the first Panel about Indigenous children rights in 2002 and the advocacy made the year 2003 to be devoted to indigenous children rights at the UN Indigenous Permanent Forum.
The paper presents the situation of indigenous children worldwide, the different legal support for their rights and offers a dynamic view of cultural rights, intercultural themes and call on the responsibilities of all members of the society to contribute towards indigenous children rights. As a Paulo Freire Director of International Relations and member of the Human Development network uses both approaches to share her views about the great challenge for the XXI century. Paper presented at the 5th annual conference of the HDCA, 10-13 September 2008, New Delhi, India.

El presente documento presentado en el Congreso Mundial del CID Unesco sobre Investigación en Danza en Malaga, Espana en el 2009 representa un resumen de la investigación pionera en el uso de las Artes para el mejoramiento de la calidad de vida de las personas con diversidad funcional, en este caso los ciegos.
Ha sido una experiencia extraordinaria apoyada por la Unión Nacional de ciegos del Perú y la Escuela Peruana de Biodanza. En su presentación en España recibió mucho apoyo por el impacto de sus resultados y en especial porque Once es una Institución de España dedicada profundamente al bienestar y derechos de las personas con limitaciones visuales. 
Hablamos muchas veces de una “ceguera existencial” cuando los seres humanos limitan el disfrute y la alegría de vivir y empañan el cada día con una visión limitada de la realidad. Pero los hay también quienes son realmente ciegos físicos que se desenvuelven en el cada día de la obscuridad. Esta pregunta de cómo es el mundo de los ciegos y que es la ceguera, pregunta de tipo existencial nos llevó a adentrarnos en el mundo de los ciegos y proponer el uso de la biodanza.

Se diseñaron sesiones de biodanza ligadas al recorrido de la propia vida a través de la Biodanza. El poema con el que iniciamos la presentación expresa sumariamente la propuesta del Arte como agente transformador de vidas.

The following article is devoted to emphasize the role of play in situations of Emergencies whether caused by natural disasters such as tsunamis, earthquakes, and other or cause by human beings such as wars and armed conflicts, trafficking and others. Throughout my work with children and women who have experienced very difficult situations, the resilient capacity is enhance through arts and play that provides a unique experience of healing and offers a valuable space as a tool for inner reflection.
Encouragement of creativity and values through play is of great importance and therefore Convention on the Rights of the Child offers a few articles but specially article 31 that support the rights to play and currently comment 17 on the right to play by IPA offers a possibility to strongly advocate for this right.
The establishment of a world play day offers an opportunity to reflect about the impact on children and adults life, their correlation with freedom, peace and happiness, values most wanted in our current century.
This article was originally published by International Network of Education in Emergencies.

La historia de la Educación Inicial en el Perú representa un esfuerzo innovador de atención a los niños menores de cinco años. Analizando y reflexionando sobre sus cimientos y paradigmas, es especialmente la creación de los programas no escolarizados con intensa participación comunitaria iniciados con el PROPEDEINE de Puno lo que permitió al Perú alcanzar un sitial inspirador y pionero en alternativas de atención para la niñez especialmente aquella de zonas marginadas deprivadas de servicios y donde la niñez y sus familias afrontaban mayor vulnerabilidad.

Es por ello que siendo parte de la historia de la Educación Inicial en el Perú pero especialmente habiendo estado activamente involucrada en los diferentes programas no escolarizados.me permito compartir parte de la historia de los programas no escolarizados de educación inicial y valorarlos a la luz de los aportes en el campo del desarrollo de las mujeres que constituyen el mayor número del personal involucrado en estos programas.
El presente documento constituye una actualización del documento original escrito a solicitud de la UNESCO para la Reunión Regional organizada por la UNESCO –OREALC para reflexionar y plantear alternativas para el tema de la Educación de las Mujeres en nuestra América Latina. Fui invitada a Panamá en 1985 en mi calidad de Asesora Regional del UNICEF en el campo del Desarrollo Infantil para compartir con colegas las perspectivas sobre este tema. En la actualidad, luego de 30 años  he creído oportuno hacer una actualización, con una comprobación total del impacto de los PRONOEI no solo en los niños y niñas objetivo fundamental de estos programas sino principalmente en todos sus gestores y responsables, las cuales en su mayoría son mujeres.

Arts in its different forms have the power to contribute to human development. It is an essential part within the education of children and youth. In 2010 the global Summit about Arts Education took place in Korea, now 10 years later we see a global tendency to reduce and limited the time within the curriculum for the Arts-In the case of Peru throughout the years a lot of institutions and Art Educators have been involve in the development of proposals and actions within this area some examples are shared in the article. Also at the request of a national institution, a very important research took place in year 2015, in their publication called Huellas they share a very innovative and solid methodology to carry out their research at the national level. In my life experience, I have found the strong and powerful connections that the Arts have with human and social development. As a psychologist working in the field of human rights, as a researcher in the area of poverty and human development and as a persons that loves arts I am now convinced of the enormous impact of the Arts in people and societies. At the same time of the growing research and evidence of the impact of the arts, we are witnessing how arts, play and sports remain with not much appreciation in the world and even more difficult we are witnessing the "formalization" of the schools, and the limitations and elimination of arts within the school's curriculum. In a recent participation in a meeting organized by ECARTE the European institution for expressive arts when sharing and raising a question about the situation in Europe many countries mention same situation as we have in Peru and other Latin American countries.