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Contributions of Systematic Observation to achieve SDG 4: Quality Education

ELENA ESCOLANO PÉREZ

COORDINATOR

SYMPOSIUM SPEAKERS
  • Elena Escolano Pérez
  • Marina Cristina Alarcon Espinoza
  • Maite Sanz de Galdeano García
  • Jairo Rodríguez Medina
Short CV
  • D. in Psychology (Developmental and Educational Psychology).
  • Tenured Professor in the Department of Developmental and Educational Psychology. Faculty of Education. University of Zaragoza (UZ).
  • Coordinator of the “Doctoral Program in Education”.
  • Member of the Academic Committee of the Interuniversity Doctoral Program “Communication & Change”. Autonomous University of Barcelona and University of Barcelona.
  • Member of the Quality Assurance Committee of the “Master’s in Lifelong Learning: Introduction to Research”.
  • Coordinator of the “GROWTH Teaching Innovation Group”. UZ.
  • Member of the Research Group “Education and Diversity” (EDI). Reference Group (highest level of recognition) of the Government of Aragón (Spain).

 

My main lines of research, in terms of substantive areas, are development and learning at all educational stages, from Early Childhood Education to University Education. My work focuses on cognitive processes (particularly executive functions) and their relationships with other variables – such as motor development and physical activity – that affect learning; and this is the case both in populations with typical development and in those that present difficulties, or risk of suffering them. The evaluation of these processes is carried out fundamentally from the perspective of mixed methods – which includes the observational methodology -, so this is another of my lines of research, in this case of an instrumental nature.

Symposium abstract
In memoriam to our dear friend and mentor, Dr. M. Teresa Anguera Argilaga. Systematic observation is a crucial tool for achieving Sustainable Development Goal 4 (SDG 4): Quality Education. By providing objective information about human behavior in natural contexts, it enables the identification of areas for improvement in any teaching-learning process. This symposium presents five oral presentations that demonstrate the potential and versatility of observational methodology in achieving the targets of SDG 4. The first presentation focuses on target 4.1, which is related to the achievement of relevant and effective learning outcomes for all students. Emotional regulation is essential for this, so this work analyzes how classroom actors participate in interactions that promote or hinder students’ emotional self-regulation. The second presentation aligns with target 4.2 (access to early childhood care and development services). It analyzes the cognitive development of premature infants attending early intervention programs. The third presentation is linked to targets 4.3 and 4.4, referring, respectively, to quality higher education and the acquisition of skills necessary for employment, by analyzing the acquisition of observational skills in future teachers. The fourth presentation is connected to target 4.5 by explicitly mentioning attention to people with disabilities. It presents the design of an observation tool adapted to the communicative and cognitive needs of people with intellectual disabilities. The fifth presentation is related to target 4.7, as it highlights the value of cultural diversity and the promotion of a culture of peace. Specifically, it focuses on Physical Education classes as a stimulating environment for interactive relationships between native and foreign students that can foster inclusive social processes.