A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value

A significant number of literature documents young children's innate interest in discovering their surroundings and gradually developing more complex activities and thoughts. It has been demonstrated that when environments support young children's innate interest and progressive autonomy,...

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Autores: Sagastui Aguayo, Jone, Herrán Izagirre, Elena, Anguera Argilaga, M. Teresa
Tipo de documento: artigo
Data de publicação:2020
País:España
Recursos:Universidad del País Vasco
Repositório:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/49837
Acesso em linha:http://hdl.handle.net/10810/49837
Access Level:Acceso aberto
Palavra-chave:early childhood
free play
lag sequential analysis
Pikler-Loczy educational approach
self-determination theory
systematic observation
autonomy
motivation
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spelling A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational ValueSagastui Aguayo, JoneHerrán Izagirre, ElenaAnguera Argilaga, M. Teresaearly childhoodfree playlag sequential analysisPikler-Loczy educational approachself-determination theorysystematic observationautonomymotivationA significant number of literature documents young children's innate interest in discovering their surroundings and gradually developing more complex activities and thoughts. It has been demonstrated that when environments support young children's innate interest and progressive autonomy, they help children acquire a self-determined behavior. However, little is known about the application of this evidence in the daily practice of early childhood educational settings. This study examines Emmi Pikler Nursery School, a center that implements an autonomy-supportive educational approach. We conducted a systematic observation of two experienced Pikler educators while they accompanied young children's free play. Our objective was to assess: if educators' instrumental action follows a systematic behavioral sequence, if specific relational behaviors support each instrumental action, and if educators display differentiated intervention levels concerning children's free play through the adaptation of the relational dimension. We conducted a lag sequential analysis to find behavioral patterns and concurrences between the observed behaviors. Our findings indicate that educators perform systematic action sequences and that each of the instrumental actions of those sequences has a specific relational value. We conclude that educators display three differentiated intervention levels depending on the child and the circumstances of the moment, providing appropriate autonomy support and reinforcing children's self-determination.JS is a Ph.D. candidate from the University of the Basque Country and counts with a scholarship (PIF 18/104) to develop her research work. MTA thanks the Spanish Government grant (PGC2018-098742-B-C31) (2019-2021) (FEDER/Ministerio de Ciencia e Innovacion - Agencia Estatal de Investigacion, Programa Estatal de Generacion de Conocimiento y Fortalecimiento Cientifico y Tecnologico del Sistema I CD Ci).Frontiers Media202120212020info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10810/49837reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MCIU/PGC2018-098742-B-C31/https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01731/fullinfo:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by/3.0/es/2020 Sagastui, Herrán and Anguera. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.Atribución 3.0 Españaoai:addi.ehu.eus:10810/498372026-06-18T09:23:17Z
dc.title.none.fl_str_mv A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
title A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
spellingShingle A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
Sagastui Aguayo, Jone
early childhood
free play
lag sequential analysis
Pikler-Loczy educational approach
self-determination theory
systematic observation
autonomy
motivation
title_short A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
title_full A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
title_fullStr A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
title_full_unstemmed A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
title_sort A Systematic Observation of Early Childhood Educators Accompanying Young Children’s Free Play at Emmi Pikler Nursery School: Instrumental Behaviors and Their Relational Value
dc.creator.none.fl_str_mv Sagastui Aguayo, Jone
Herrán Izagirre, Elena
Anguera Argilaga, M. Teresa
author Sagastui Aguayo, Jone
author_facet Sagastui Aguayo, Jone
Herrán Izagirre, Elena
Anguera Argilaga, M. Teresa
author_role author
author2 Herrán Izagirre, Elena
Anguera Argilaga, M. Teresa
author2_role author
author
dc.subject.none.fl_str_mv early childhood
free play
lag sequential analysis
Pikler-Loczy educational approach
self-determination theory
systematic observation
autonomy
motivation
topic early childhood
free play
lag sequential analysis
Pikler-Loczy educational approach
self-determination theory
systematic observation
autonomy
motivation
description A significant number of literature documents young children's innate interest in discovering their surroundings and gradually developing more complex activities and thoughts. It has been demonstrated that when environments support young children's innate interest and progressive autonomy, they help children acquire a self-determined behavior. However, little is known about the application of this evidence in the daily practice of early childhood educational settings. This study examines Emmi Pikler Nursery School, a center that implements an autonomy-supportive educational approach. We conducted a systematic observation of two experienced Pikler educators while they accompanied young children's free play. Our objective was to assess: if educators' instrumental action follows a systematic behavioral sequence, if specific relational behaviors support each instrumental action, and if educators display differentiated intervention levels concerning children's free play through the adaptation of the relational dimension. We conducted a lag sequential analysis to find behavioral patterns and concurrences between the observed behaviors. Our findings indicate that educators perform systematic action sequences and that each of the instrumental actions of those sequences has a specific relational value. We conclude that educators display three differentiated intervention levels depending on the child and the circumstances of the moment, providing appropriate autonomy support and reinforcing children's self-determination.
publishDate 2020
dc.date.none.fl_str_mv 2020
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10810/49837
url http://hdl.handle.net/10810/49837
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv info:eu-repo/grantAgreement/MCIU/PGC2018-098742-B-C31/
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01731/full
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by/3.0/es/
Atribución 3.0 España
eu_rights_str_mv openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/3.0/es/
Atribución 3.0 España
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Frontiers Media
publisher.none.fl_str_mv Frontiers Media
dc.source.none.fl_str_mv reponame:Addi. Archivo Digital para la Docencia y la Investigación
instname:Universidad del País Vasco
instname_str Universidad del País Vasco
reponame_str Addi. Archivo Digital para la Docencia y la Investigación
collection Addi. Archivo Digital para la Docencia y la Investigación
repository.name.fl_str_mv
repository.mail.fl_str_mv
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