Cómo medir lo que importa en las aulas de primera infancia: un enfoque sobre las interacciones educadora-niño

LoCasale-Crouch, Jennifer; Vitiello, Ginny; Hasbrouck, Sadie; Aguayo, Yyannú Cruz; Schodt, Sara; Hamre, Bridget K.; Kraft-Sayre, Marcia; Melo, Carolina; Pianta, Robert C.; Romo, Francisca

doi:10.7764/pel.53.1.2016.6

Cited by 6 publications

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“…The quality scores for teacher-child interaction reveal that teachers offer more emotional support than instructional support. These results are coherent with those of other studies carried out in Spain (Barandiaran et al, 2015; Sandstrom, 2012) and abroad (LoCasale-Crouch et al, 2016). Low scores on instructional support reveal that there is scarce elaboration on children’s interests and the concepts they were learning, critical thinking and reasoning, were hardly fostered, little feedback was given to children on their behaviours and there was hardly any modelling by the teacher for them to expand their vocabulary.…”

Section: Discussionsupporting

confidence: 93%

“…Research on the quality of teacher-child interaction has demonstrated that ECE teachers tend to score lower in instructional support (Cabell, DeCoster, LoCasale-Crouch, Hamre, & Pianta, 2013; Pianta et al, 2005). To the contrary, teachers score higher in emotional or affective support (LoCasale-Crouch et al, 2016). Studies in Spain have detected the same pattern.…”

Section: Quality Of Teacher-child Interactionsmentioning

confidence: 99%

“…Las investigaciones sobre la calidad de la interacción docente-niños han puesto de manifiesto que el profesorado de infantil tiende a puntuar más bajo en apoyo instruccional (Cabell, DeCoster, LoCasale-Crouch, Hamre, & Pianta, 2013; Pianta et al, 2005). Por el contrario, los docentes muestran puntuaciones más altas en apoyo emocional o afectivo (LoCasale-Crouch et al, 2016). Este mismo patrón se ha observado en estudios españoles, Sandstrom (2012) encontró en un estudio realizado en Sevilla que las puntuaciones de apoyo emocional y de organización del aula eran medias-altas.…”

Section: Calidad De La Interacción Docente-niñounclassified

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Quality of the early childhood education environment and interactions, and their relationship with time dedicated to free play (Calidad del entorno y de las interacciones en educación infantil y su relación con el tiempo dedicado al juego libre)

Murillo

Grau-Sevilla

McWilliam

et al. 2020

Journal for the Study of Education and Development: Infancia y

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This study evaluated the quality of early childhood education (ECE) environments, the quality of teacher-child interactions and the duration of free play in 22 ECE classrooms in the Valencian Community, Spain. Twenty-two ECE teachers of four-and five-year-old preschoolers participated in the study. The quality of ECE environments and teacher-child interactions were evaluated using the ECERS-3 and TSRS, respectively. The time children spent in free play and non-free play was also registered. The study concluded that the quality of ECE environments was minimal. The scores of teachers on emotional support were in the medium-high range and scores in instructional support were low, with direct instruction as the predominant teaching style. Indoor free play was positively related to the overall quality of ECE environments and the quality of teacher-child interactions. The findings of this study are discussed in relation to the results of other studies in the Spanish context. RESUMENEste estudio analizó la calidad del entorno y de la interacción docente-niño y el tiempo dedicado a juego libre en 22 aulas de educación infantil de la Comunidad Valenciana, España. Participaron en el estudio 22 docentes de aulas de educación infantil de cuatro y cinco años. Se evaluó la calidad de los entornos de infantil y el estilo de enseñanza docente con las escalas observacionales ECERS-3 y TSRS, respectivamente, y se registraron los tiempos dedicados al juego libre y al juego no libre. Los resultados indicaron que la calidad global de las aulas era mínima, las puntuaciones de los comportamientos afectivos del profesorado eran medias-altas y bajas en apoyo instruccional, con un predominio de los estilos directivos de enseñanza. El tiempo de juego libre dentro del aula se relacionó positivamente con la calidad global del entorno de infantil y la calidad de la interacción docente-niño. Los resultados de esta investigación se ARTICLE HISTORY

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Section: Discussionsupporting

confidence: 93%

Section: Quality Of Teacher-child Interactionsmentioning

confidence: 99%

Section: Calidad De La Interacción Docente-niñounclassified

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Quality of the early childhood education environment and interactions, and their relationship with time dedicated to free play (Calidad del entorno y de las interacciones en educación infantil y su relación con el tiempo dedicado al juego libre)

Murillo

Grau-Sevilla

McWilliam

et al. 2020

Journal for the Study of Education and Development: Infancia y

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“…La evidencia muestra bajos niveles de intervenciones pedagógicas oportunas y potenciadoras de aprendizaje a temprana edad (Yoshikawa et al, 2015), revelando que el apoyo instruccional de las docentes de primera infancia es bajo (Treviño et al, 2013). Además, las interacciones lingüísticas observadas en las aulas muestran que éstas no se centran en los aspectos instruccionales (Leyva et al, 2015;LoCasale-Crouch et al, 2016). Por otra parte, a partir de dicha propuesta se pretende favorecer el desarrollo profesional de docentes de educación infantil, necesidad identificada por Yoshikawa et al (2015) y Pardo y Opazo (2019) en el contexto nacional.…”

Section: Discusión Y Conclusionesunclassified

Prácticas fundamentales en educación infantil: hacia una propuesta teórico-metodológica

Jiménez

2023

REDIE

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Investigaciones recientes muestran que la educación infantil se ha convertido en un tema prioritario en las agendas públicas de varios países. Sin embargo, se ha centrado en identificar buenas prácticas pedagógicas en ese nivel educativo, aproximación que resulta poco clarificadora y no permite una transferencia sistemática a otros contextos. En el presente estudio se adopta un marco teórico y a partir de él se propone un método para identificar y comprender prácticas fundamentales en educación infantil. El seguimiento de la teoría permite refinar constructos teóricos con el fin de comprender la gramática de la práctica mediante una metodología que estudia la representación, descomposición y la aproximación. En las conclusiones destaca la conceptualización de prácticas características de la educación infantil, así como lineamientos que articulan un lenguaje común que permita orientar la formación inicial de docentes de primera infancia.

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“…International evidence also supports the critical role of teacher-child interactions for child's development of self-regulatory skills, indicating that these are principles that go beyond cultures and matter for child development in different contexts (LoCasale-Crouch et al, 2016). In Ecuador, for example, a study that randomized 15,000 children to teachers within schools to measure the teacher effect, found that a one standard deviation increase in quality of teacher-child interactions in kindergarten, resulted in as much as 0.6 of a standard deviation on average in a range of academic outcomes and inhibitory control as measured at the end of the year grade (Araujo et al, 2014).…”

Section: Development Of Self-regulatory Skillsmentioning

confidence: 91%

The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

Hurtado¹

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The present study examined how dosage and quality of preschool experiences in Head Start (HS) are associated with cognitive and behavioral self-regulation skills in kindergarten. The study included 2,383 children from the Head Start Family and Children Experiences Survey (2009). Using multiple regression (OLS), with multiple imputation methods to address missing data, and propensity score matching to address selection bias, this study examined how the number of hours a week in HS, absenteeism, and number of years (starting at 3-years of age versus at 4-years of age) was related to self-regulation.The study also examined how the quality of classroom experiences, conceptualized as domain-general and domain-specific aspects of teacher-child interactions, was related to self-regulation; and how the quality of teacher-child interactions moderated the relation between dosage and self-regulation. There we two main findings. First, an additional year in HS was the only form of dosage that was significantly associated to self-regulation in kindergarten. Children that attended one more year of HS scored 0.30 points higher on the cognitive self-regulation measure and were scored 0.32 standard deviations higher in behavioral self-regulation, as reported their teachers in kindergarten. Second, quality of domain-general of teacher-child interactions (Responsive Teaching) moderated the relation between hours a week in HS and cognitive self-regulation. In other words, children who participated in classrooms with higher-quality of teacher-child interactions benefited the most from more hours a week in HS. Findings from this study contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to child development. Results support the importance of the investment in early childhood education amount and quality for the development of self-regulation.

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Cómo medir lo que importa en las aulas de primera infancia: un enfoque sobre las interacciones educadora-niño

Cited by 6 publications

References 0 publications

Quality of the early childhood education environment and interactions, and their relationship with time dedicated to free play (Calidad del entorno y de las interacciones en educación infantil y su relación con el tiempo dedicado al juego libre)

Quality of the early childhood education environment and interactions, and their relationship with time dedicated to free play (Calidad del entorno y de las interacciones en educación infantil y su relación con el tiempo dedicado al juego libre)

Prácticas fundamentales en educación infantil: hacia una propuesta teórico-metodológica

The Role of Dosage and Quality of Head Start Experiences in the Development of Self-Regulation

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