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

• Catalina-Patricia Morales-Murillo ; María-Dolores Grau-Sevilla ; Pau García-Grau ; McWilliam, R. A. ^[1]
  1. [1] University of Alabama
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 43, Nº 2, 2020, págs. 395-442
• Idioma: inglés
• DOI: 10.1080/02103702.2019.1696080
• Títulos paralelos:
  • Calidad del entorno y de las interacciones en educación infantil y su relación con el tiempo dedicado al juego libre
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    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.

  • English

    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.

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