Implementar metodologías activas centradas en la reflexión sobre la enseñanza de las ciencias en educación parvularia. Desde un enfoque cualitativo, se trabajó en un proyecto de investigación-acción con 55 estudiantes de tercer año de la carrera de pedagogía en Educación Parvularia. Se utilizaron los niveles de reflexión tomando como base el modelo de Ryan (2013). Las estudiantes reportan niveles de reflexión iniciales y un importante avance en valoración de las propias experiencias y la capacidad para modificar su entorno a partir de reconocimiento de los cuestionamientos propios acerca de cómo funciona el mundo natural, social y cultural. La reflexión crítica sistemática se constituye en todo un desafío en la actual formación inicial docente. Se releva el rol de la reflexión sobre la enseñanza de las ciencias en educación parvularia, como parte de las competencias de la educadora en formación, utilizando metodologías activas como la investigación-acción y el trabajo colaborativo. Las estudiantes asignan una valoración significativa a la enseñanza de las ciencias desde la investigación en el aula y el aprender haciendo.
This article presents a quantitative characterization of the language of early childhood educators, with the goal of identifying their lexical preferences and typical uses in the socio-affective domain. In this cross-sectional, descriptive study, 20 participants were selected by convenience sampling and provided continuous audio recordings, which were transcribed and categorized using LIWC2015 software. The findings show that the greatest lexical densities are associated with the categories “cognitive processes”, “relativity”, “social processes”, “affective processes”, and “perceptual processes”, and a number of subcategories like “motion” and “positive emotion”. Lower densities were found in “anxiety”, “sadness”, health”, “religion”, and “death”. Furthermore, two commonly used clusters were identified: one centered on words with an emotional connotation, and another centered on words with a social connotation. Lastly, the categories “body”, “health”, “motion”, “ingestion”, “causation”, “exclusion”, and “sexual” are good predictors of socio-affective word production. Our findings suggest a distinctive and prominent use of a number of semantic categories associated with the socio-affective domain. Future research directions and their potential to contribute to formative processes in early childhood education are also discussed.
Favorecer el desarrollo de competencias investigativas y de reflexión sobre la propia práctica docente en educación parvularia. Se utilizó el registro de notas de campo de las experiencias pedagógicas ejecutadas durante la práctica profesional. Se reflejó la importancia de los aspectos actitudinales, conceptuales y metodológicos en la práctica pedagógica, evidenciando desafíos y oportunidades para la educadora en formación. El ambiente socioemocional al interior del aula influyó en la calidad del desempeño pedagógico. El rol de la educadora guía y las estrategias de retroalimentación de la práctica docente, fueron factores relevantes que influyeron en la sensación de seguridad y confianza al ejercer el rol pedagógico.
Increasing attention is being given to early childhood educators’ verbal abilities due to its well-recognized role in teaching and learning by means of a plurality of meanings that are transmitted through them to children. Nevertheless, moderate interest has been devoted to the study of these abilities when addressing the affective domain in early childhood educators’ interactions with children. Therefore, this study identifies qualitative nodes of characteristic uses, meanings, and phrasings produced by these professionals and associated to the affective domain, to then access the degree of expertise in such communicational interactions with preschool children. Through a mixed cross-sectional design, twenty early childhood educators provided a large number of continuous audio-recordings while working in regular educational environments, to identify sentences that, by their phrasings, recall an affective connotation. The findings suggest 8 differential nodes of affective connotations: Positive emotions v/s Negative emotions; Teaching v/s Learning processes; Expression, distinguish, sharing and/or inhibition of emotions; Emotions before, during, and after behavior; Calls for attention, warnings, reprehension and praise; Touching and the body; Increasing, decreasing and normalizing language; and, educators’ own emotions. The degree of linguistic expertise was identified by experts and a blind sequential procedure, showing early childhood educators’ affective-speech is mostly limited to noticing children’s emotional experiences. The scope of these findings is briefly discussed taking into consideration future studies as well as its contributions to early childhood educators’ formative processes
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