El rol del educador o educadora durante el juego de bloques: estudio de caso de una escuela infantil 0-3 años
Children from zero to three years old use the play as a fundamental tool for their learning and development. The role of the educator during game is important and necessary at many levels. The type of intervention carried out by tutor in early childhood education conditions and modulates the childre...
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| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universidad de Santiago de Compostela (USC) |
| Repositorio: | Minerva. Repositorio Institucional de la Universidad de Santiago de Compostela |
| Idioma: | español |
| OAI Identifier: | oai:minerva.usc.gal:10347/46004 |
| Acceso en línea: | https://hdl.handle.net/10347/46004 |
| Access Level: | acceso abierto |
| Palabra clave: | Early childhood education Constructive play Unit blocks Role of educator Scaffolding Educación infantil Juego constructivo Bloque unidad Rol del educador Andamiaje 580104 Teorías educativas 580204 Niveles y temas de educación 580107 Métodos pedagógicos |
| Sumario: | Children from zero to three years old use the play as a fundamental tool for their learning and development. The role of the educator during game is important and necessary at many levels. The type of intervention carried out by tutor in early childhood education conditions and modulates the children’s response. The objective of this work was to discover what type and how often kid’s educators intervene in constructive play and what influence they have on it. For that purpose, a case study was performed using a mixed research methodology in a two–three-year-old classroom, using the unit blocks designed by Pratt. The main study method was observation through the collection of quantitative data applying different instruments for the analysis of the last three sessions of the 15 registered. Semi-structured interviews were conducted with educators as a complementary technique. The main results indicated that the value of the close accompaniment of the adult during the play, as well as punctual interventions during it with an open communication and following the interests of the child, promoted the affluence, enrichment and complexity of the game, ensuring a safe space avoiding the appearance of conflicts. |
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