Analysis of the Early Childhood Education Curriculum from a Resilience Perspective
Analysis of the Early Childhood Education Curriculum from a Resilience Perspective

Summary/Abstract: As resilience refers to the human capacity to overcome challenging situations and quickly recover from them, fostering it from an early age in an educational context will enable children to be more efficient at both the cognitive and emotional levels. Therefore, the main objec- tive of this study is to analyze the presence of resilience pillars in the current Spanish educational legislation, focusing on Early Childhood Education. In Spain, the new Education Law (LOMLOE) Organic Law 3/2020, amending Organic Law 2/2006, aims to enhance autonomy, initiative, and conflict resolution in children. In Royal Decree 95/2022 on Early Childhood Education, the three areas of knowledge (harmo- nious growth, discovery and exploration of the environment, and com- munication and representation of reality) are examined in relation to Steven J. Wolin and Sybil Wolin’s seven resilience pillars. In the second cycle of early childhood education, emphasis is placed on the develop- ment of specific competences for learning and doing, contributing to the comprehensive development of the child. Although the LOMLOE does not explicitly mention resilience, the curriculum reflects these resilience pil- lars—except for humor—highlighting the importance of understanding the individual characteristics and contexts of children. In summary, the promotion of resilience in early childhood education aligns with educa- tional regulations in Spain, contributing to the comprehensive develop- ment of children and preparing them for future challenges.

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