Conducta de exploración, bienestar emocional y calidad del cuidado en educación infantil

• Autores: Alexander Barandiaran Arteaga, Alexander Muela Aparicio, Elena López de Arana Prado, Iñaki Larrea Hermida, José Ramón Vitoria Gallastegui
• Localización: Anales de psicología, ISSN-e 1695-2294, ISSN 0212-9728, Vol. 31, Nº. 2, 2015, págs. 570-578
• Idioma: español
• DOI: 10.6018/analesps.31.2.171551
• Títulos paralelos:
  • Exploratory behavior, emotional wellbeing and childcare quality in preschool education
• Enlaces
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• Dialnet Métricas: 4 Citas
• Resumen
  • español

    El objetivo del presente trabajo consistió en examinar la rela-ción entre la calidad del cuidado estructural y del proceso en las escuelas in-fantiles y la conducta de exploración, así como la influencia que ejerce la ca-lidad del cuidado en la relación entre el bienestar emocional y la exploración infantil. En el estudio participaron 206 niños y niñas pertenecientes a 40 au-las de 20 escuelas infantiles de la Comunidad Autónoma del País Vasco, de edades comprendidas entre los 37 y los 64 meses (M = 50.96, DT = 6.54). Se contó también con la participación de 40 maestras, una por cada aula objeto de estudio. Los resultados pusieron de manifiesto que los niños y niñas que tenían maestras más sensibles mostraban una mayor exploración. Sin embargo, no se halló un efecto moderador de la sensibilidad sobre la re-lación positiva entre el bienestar emocional y la conducta de exploración. Por último, se observó que otras variables asociadas a la calidad estructural también influyen sobre la exploración infantil, aunque en menor medida

  • English

    The aim of this study was to examine the relationship between children exploratory behaviour and the quality of structural childcare and process in preschools. The study also examined how childcare quality af-fects the relationship between emotional wellbeing and exploratory behav-iour. The sample comprised 206 children from 40 classrooms in 20 pre-schools, together with their teachers. The children�s age ranged between 37 and 64 months (M = 50.96, SD = 6.54). The results indicated that children cared for by more sensitive teachers engaged in more exploratory behavior. However, no moderating effect was found of teacher sensitivity on the positive relationship between exploratory behavior and wellbeing. Finally, some factors linked to the quality of structural childcare also influenced ex-ploratory behavior, although to a lesser extent

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