Quality of the early childhood education environment and interactions, and their relationship with time dedicated to free play

  1. Catalina-Patricia Morales-Murillo
  2. María-Dolores Grau-Sevilla
  3. Pau García-Grau
  4. McWilliam, R. A. 1
  1. 1 University of Alabama
Revista:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Año de publicación: 2020

Volumen: 43

Número: 2

Páginas: 395-442

Tipo: Artículo

DOI: 10.1080/02103702.2019.1696080 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Journal for the Study of Education and Development, Infancia y Aprendizaje

Objetivos de desarrollo sostenible

Resumen

Este 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 discuten en relación con los hallazgos de investigaciones previas realizadas en el contexto español.

€ Ver financiación

Información de financiación

This work was supported by the Escuela de Doctorado of the Universidad Católica de Valencia San Vicente Mártir under Ayudas Propias de la Escuela de Doctorado de la Universidad Católica de Valencia para la Contratación de Personal Investigador en Formación de Carácter Predoctoral 2015–2016. / Este trabajo fue posible gracias al apoyo de la Escuela de Doctorado de la Universidad Católica San Vicente Mártir con las Ayudas Propias de la Escuela de Dioctorado de la Universidad Católica de Valencia para la Contratación de Personal Investigador en Formación de Carácter Predoctoral 2015-2016.

Financiadores

Referencias bibliográficas

  • Barandiaran, A. , Muela, A. , de Arana, E. L. , Larrea, I. , & Vitoria, J. R. (2015). Exploratory behavior, emotional wellbeing and childcare quality in preschool education. Anales de Psicología/Annals of Psychology , 31, 570–578.
  • Bassok, D. , Latham, S. , & Rorem, A. (2016). Is kindergarten the new first grade? Aera Open , 1(4), 1–31.
  • Bautista, A. A. , Habib, M. , Eng, A. , & Bull, R. (2019). Purposeful play during learning centre time: From curriculum to practice. Journal of Curriculum Studies , 51, 715–736.
  • Bodrova, E. , & Leong, D. J. (2005). Uniquely preschool. Educational Leadership , 63, 44–47.
  • Bond, T. G. , & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human science (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Broekhuizen, M. L. , Mokrova, I. L. , Burchinal, M. R. , & Garrett-Peters, P. T. ; Family Life Project Key Investigators . (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly , 36, 212–222
  • Bronfenbrenner, U. , & Morris, P. A. (2006). The bioecological model of human development. In R.M.Lerner, & W.Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 793–828). Hoboken, NJ: John Wiley & Sons Inc.
  • Cabell, S. Q. , DeCoster, J. , LoCasale-Crouch, J. , Hamre, B. K. , & Pianta, R. C. (2013). Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities. Early Childhood Research Quarterly , 28, 820–830.
  • Cadima, J. , Barros, S. , Ferreira, T. , Serra-Lemos, M. , Leal, T. , & Verschueren, K. (2019). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–Child closeness and autonomy support. Early Childhood Research Quarterly , 46, 75–86.
  • Chien, N. , Howes, C. , Burchinal, M. , Pianta, R. , Ritchie, S. , Bryant, D. , … Barbarin, O. A. (2010). Children’s classroom engagement and school readiness gains in pre-kindergarten. Child Development , 81, 1534–1549.
  • Cisneros Delgado, I. M. , & Vílchez Luzón, M. B. (2016). La calidad en el segundo ciclo de Educación Infantil y su relación con las ideas del profesorado en la provincia de Málaga. Publicaciones Didácticas , 75, 280–283.
  • Clifford, R. M. , Reszka, S. S. , & Rossbach, H. G. (2010). Reliability and validity of the early childhood environment rating scale (Unpublished manuscript). University of North Carolina, Chapel Hill, NC.
  • Cohen, J. (1988). Statistical power analysis for behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum. ] Colker, L. J. , & Koralek, D. J. (2018). High-quality early childhood programs: The what, why, and how . St. Paul, MN: Redleaf Press
  • Copple, C. , & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 . Washington, DC: National Association for the Education of Young Children
  • Cortázar, A. (2015). Long-term effects of public early childhood education on academic achievement in Chile. Early Childhood Research Quarterly , 32, 13–22.
  • Decreto 38/ 2008, 28 de marzo, por el que se establece el currículo del segundo ciclo de la Educación Infantil en la Comunidad Valenciana. Diari Oficial de la Comunitat Valenciana , 5734, Sec. I, 55018-55048, Comunidad Valenciana, España, 3 de abril, 2008.
  • Devi, A. , Fleer, M. , & Li, L. (2018). ‘We set up a small world’: Preschool teachers’ involvement in children’s imaginative play. International Journal of Early Years Education , 26, 295–311.
  • Diamond, A. (2010). The evidence based for improving school outcomes by addressing the whole child and by addressing skills and attitudes, not just content. Early Education and Development , 21, 780–793.
  • Early, D. M. , Iruka, I. U. , Ritchie, S. , Barbarin, O. A. , Winn, D. C. , Crawford, G. M. , … Pianta, R. C. (2010). How do pre-Kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms. Early Childhood Research Quarterly , 25, 177–193.
  • Farran, D. C. (2011). Rethinking school readiness. Exceptionality Education International , 21, 5–15.
  • Fuligni, A. S. , Howes, C. , Huang, Y. , Hong, S. S. , & Lara-Cinisomo, S. (2012). Activity settings and daily routines in preschool classrooms: Diverse experiences in early learning settings for low-income children. Early Childhood Research Quarterly , 27, 198–209.
  • Giné, C. , Balcells-Balcells, A. , Cañadas, M. , & Paniagua, G. (2016). Early childhood inclusion in Spain. Infants & Young Children , 29, 223–230.
  • Grisham-Brown, J. , Hemmeter, M. L. , & Pretti-Frontczak, K. (2017). Blended practices for teaching young children in inclusive settings . Baltimore, MD: Paul H. Brookes Publishing Company.
  • Harms, T. , Clifford, R. M. , & Cryer, D. (2014). Early childhood environment rating scale . New York, NY: Teachers College Press.
  • Hassinger-Das, B. , Toub, T. S. , Zosh, J. M. , Michnick, J. , Golinkoff, R. , & Hirsh-Pasek, K. (2017). More than just fun: A place for games in playful learning/Más que diversión: El lugar de los juegos reglados en el aprendizaje lúdico. Infancia y Aprendizaje , 40, 191–218.
  • Hines, P. , McCartney, M. , Mervis, J. , & Wible, B. (2011). Laying the foundation for lifetime learning. Science , 333, 951.
  • IBM Corp . (2012). IBM SPSS statistics for windows, version 21.0 . Armonk, NY: Author.
  • Innocenti Research Center UNICEF . (2008). The child care transcition, innocenti report card 8 . Florencia: Author.
  • Larrea, H. I. , López de Arana, E. , Barandiaran Arteaga, A. , & Vitoria, J. R. (2010). La implicación del niño de 0 a 3 años en las experiencias del aula. International Journal of Developmental and Educational Psychology , 2, 157–167.
  • Larrea, I. , Muela, A. , Miranda, N. , & Barandiaran, A. (2019). Children’s social play and affordance availability in preschool outdoor environments. European Early Childhood Education Research Journal , 27, 185–194.
  • Lera-Rodriguez, M. J. (1994). Ideas de profesores y su práctica educativa: Un estudio en preescolar (Unpublished doctoral dissertation). Departamento de Psicología Evolutiva y de la Educación, Universidad de Sevilla, Sevilla.
  • Lera-Rodriguez, M. J. (1996). Education under five in Spain: A study of preschool classes in Seville. European Journal of Psychology of Education , 11, 139–150. Retrieved from https://www.jstor.org/stable/23420058
  • Lera-Rodríguez, M. J. (2007). Calidad de la Educación Infantil: Instrumentos de evaluación. Revista de Educación , 343, 301–323
  • LoCasale-Crouch, J. , Vitiello, G. , Hasbrouck, S. , Aguayo, Y. C. , Schodt, S. C. , Hamre, B. , … Romo, F. (2016). Cómo medir lo que importa en las aulas de primera infancia: Un enfoque sobre las interacciones educadora-niño. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana , 53, 1–14.
  • McLeod, R. H. , Hardy, J. K. , & Grifenhagen, J. F. (2019). Coaching quality in pre-kindergarten classrooms: Perspectives from a statewide study. Early Childhood Education Journal , 47, 175–186.
  • McWilliam, R. A. , & Casey, A. M. (2008). Engagement of every child in the preschool classroom . Baltimore, MD: Paul H. Brookes Publishing Company.
  • McWilliam, R. A. , Scarborough, A. A. , Bagby, J. H. , & Sweeny, A. L. (1998). Teaching styles rating scale . Chapel Hill: University of North Carolina at Chapel Hill, NC.
  • Miranda, N. , Larrea, I. , Muela, A. , & Barandiaran, A. (2017). Preschool children’s social play and involvement in the outdoor environment. Early Education and Development , 28, 525–540.
  • Moreno, A. J. , Shwayder, I. , & Friedman, I. D. (2017). The function of executive function: Everyday manifestations of regulated thinking in preschool settings. Early Childhood Education Journal , 45, 143–153.
  • Muela, A. , Larrea, I. , Miranda, N. , & Barandiaran, A. (2019). Improving the quality of preschool outdoor environments: Getting children involved. European Early Childhood Education Research Journal , 27, 385–396
  • Palacios, J. , & Lera, M. J. (1991). Observation of activities in preschool. European Journal of Psychology of Education , 11, 139–150
  • Pianta, R. , Downer, J. , & Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children , 26, 119–137.
  • Pianta, R. C. , Howes, C. , Burchinal, M. , Bryant, D. , Clifford, R. , Early, D. , & Barbarin, O. (2005). Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child-teacher interactions? Applied Developmental Science , 9, 144–159.
  • Pianta, R. C. , La Paro, K. M. , & Hamre, B. K. (2012). Classroom assessment scoring systemTM (CLASSTM) pre-k manual – Spanish . Baltimore, MD: Brookes Publishing.
  • Real Decreto 1630/ 2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación Infantil (BOE de 4 de Enero de 2007)
  • Rubin, K. H. (2001). The play observation scale (POS) (Revised) . College Park, MD: University of Maryland.
  • Sandstrom, H. (2012). The characteristics and quality of pre-school education in Spain. International Journal of Early Years Education , 20, 130–158.
  • Schumacker, R. E. (2004). Rasch measurement: The Dichotomous model. In E.V.Smith, & R.M.Smith (Eds.), Introduction to rash measurement: Theory, models and applications (pp. 226–257). Minnesota: Jam Book Press.
  • Shiyan, O. , & Shiian, I. (2017, Abril). Education quality research in Moscow kindergartens using scales ECERS-R as the assessment tool . Paper presented at the 19th International ECERS Meeting, Sevilla, España: Universidad de Sevilla.
  • Sjöman, M. , Granlund, M. , & Almqvist, L. (2016). Interaction processes as a mediating factor between children’s externalized behaviour difficulties and engagement in preschool. Early Child Development and Care , 186, 1649–1663.
  • Storli, R. , & Hansen Sandseter, E. B. (2019). Children’s play, well-being and involvement: How children play indoors and outdoors in Norwegian early childhood education and care institutions. International Journal of Play , 1–14. doi:10.1080/21594937.2019.1580338
  • Tan, C. T. (2017). Enhancing the quality of kindergarten education in Singapore: Policies and strategies in the 21st century. International Journal of Child Care and Education Policy , 11(1), 7.
  • Tietze, W. , Cryer, D. , Bairrão, J. , Palacios, J. , & Wetzel, G. (1996). Comparisons of observed process quality in early child care and education programs in five countries. Early Childhood Research Quarterly , 11, 447–475.
  • Valenzuela, M. J. G. , Ruiz, I. M. , Adánez, G. P. , & Moya, T. R. (2018). Análisis del rendimiento y de la mejora en la lectura y en la escritura en educación infantil [Analysis of performance and improvement in reading and writing in preschool]. Revista de Educación , 382, 225–248.
  • Vermeer, H. J. , Groeneveld, M. G. , Larrea, I. , Van IJzendoorn, M. H. , Barandiaran, A. , & Linting, M. (2010). Child care quality and children’s cortisol in Basque Country and the Netherlands. Journal of Applied Developmental Psychology , 31, 339–347.
  • Vermeer, H. J. , van IJzendoorn, M. H. , Cárcamo, R. A. , & Harrison, L. J. (2016). Quality of child care using the environment rating scales: A meta-analysis of international studies. International Journal of Early Childhood , 48, 33–60.
  • Vygotsky, L. (1997). The collected works of LS Vygotsky: The history of the development of higher mental functions . (M.J. Hall, Trans.). (Vol. 4). New York, NY: Plenum Press
  • Weisberg, D. S. , Hirsh‐Pasek, K. , & Golinkoff, R. M. (2013). Guided play: Where curricular goals meet a playful pedagogy. Mind, Brain, and Education , 7, 104–112
  • Zabalza, M. A. (2009). Calidad en la Educación Infantil . Madrid: Narcea S. A. de Ediciones
  • Zosh, J. M. , Hassinger-Das, B. , Toub, T. S. , Hirsh-Pasek, K. , & Golinkoff, R. (2016). Playing with mathematics: How play supports learning and the common core state standards. Journal of Mathematics Education at Teachers College , 7, 45–49.
Fuente de los datos: Dialnet