development

This article analyses the characteristics of musical intelligence within the framework of the multiple intelligences model with the aim of moving forward the relationship between the development, learning, and optimisation of these intelligences. The skills and capacities that are developed in interaction with musical intelligence are analysed as are the main lines of teaching work in schools, especially in the case of people with a specific educational need. Similarly, a brief overview of the proven effects of musical practice and the development of musical intelligence is provided, identifying some of the cortical and subcortical areas involved in these intelligences and the modifications that musical training generates, with some suggested criteria about its pedagogical applications.

 

Cite this article as: García-Vélez, T. & Maldonado Rico, A. (2017). Reflexiones sobre la inteligencia musical | Musical training for Primary Education graduates in the context of Madrid. Revista Española de Pedagogía, 75(268), 451-461. doi: https://doi.org/10.22550/REP75-3-2017-08.

Development Education (DE) it is considered as an educational process that promotes the citizenship committed to development. This issue becomes a topic of particular interest in the context of Post-2015 agenda to achieve the United Nations Millenium Development Goals for human development. This article discusses, from a pedagogical perspective, whether the DE should have its own space in compulsory education in Spain, as it is advocated by some sectors linked to development cooperation, or rather must be integrated by other educational approaches that operate in the school. To solve this issue, we have follow the next steps: Briefly describe the results of the research about the presence of DE in compulsory education; understand what is DE and how it is conceptualized in Spain. We conclude that it is necessary to highlight and introduce the DE in school programs of social education, ethics and citizenship in compulsory education.

The main reason is that education is the means, purpose and basic component of human development.

This article presents a theoretical approach on self-concept and an analysis of the effects that several factors related to the development of a child with special needs could have on the self-image. Then we focus on the results of recent research on childs with disabilities self-concept, specially on children with learning disabilities on which most studies revised have worked. Finally, we suggest strategies that could help children develop a positive self-concept.

 

Key words: Self-concept, Special needs, Children, Supports, Development, Strategies.

Education contributes to economic development. However, the ideal development is the Human one. Education is one of the main factors involved in Human Development. The Social Development of the countries has to improve their social, political and mental structures. Strategies to improve social development include Birth Control, Family Assistance, Women Promotion, Social Equality, and Human Rights promotion. Ali this may be achieved by Education, through democratic ideas, innovation, and individual development of people and social groups.