Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity

Studies about child development emphasize the importance of play in children’s early years. However, there is an existing controversy about the role educators should have in young children’s free play. This research work studies the approach to early playful activity from Pikler-Lóczy education. A s...

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Autores: Sagastui Aguayo, Jone, Herrán Izagirre, Elena, Anguera Argilaga, M. Teresa
Tipo de recurso: artículo
Fecha de publicación:2021
País:España
Institución:Universidad del País Vasco
Repositorio:Addi. Archivo Digital para la Docencia y la Investigación
OAI Identifier:oai:addi.ehu.eus:10810/54342
Acceso en línea:http://hdl.handle.net/10810/54342
Access Level:acceso abierto
Palabra clave:Early childhood education
free play
intervention levels
systematic observation
lag sequential analysis
polar coordinate analysis
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spelling Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activitySagastui Aguayo, JoneHerrán Izagirre, ElenaAnguera Argilaga, M. TeresaEarly childhood educationfree playintervention levelssystematic observationlag sequential analysispolar coordinate analysisStudies about child development emphasize the importance of play in children’s early years. However, there is an existing controversy about the role educators should have in young children’s free play. This research work studies the approach to early playful activity from Pikler-Lóczy education. A systematic observation was conducted to deepen in the educational activity of free play accompanying. We studied how an experienced educator combines the instrumental and relational dimensions of her educational activity while children are playing, and the intervention levels they accordingly shape: no intervention, indirect intervention and direct intervention. Two complementary techniques were used in order to discover the relational behaviors that modulate each instrumental action: lag sequential analysis and polar coordinate analysis. Results show that the educator’s focus of attention is adaptive to the instrumental action she is performing; that the relational dimension of her educational activity modulates the instrumental actions; and that specific kinetic behaviors announce the beginning, mediate the developing and mark the closing of each instrumental action. Therefore, we demonstrated that the educator masterly combines the instrumental and relational dimensions of her educational activity, thus, shaping three different intervention levels towards children’s free play. This positioning is beneficial to children’s development given its active attempt to promote their intrinsic motivation and will to autonomously discover and learn.The first author of the paper is a PhD candidate of the University of the Basque Country (UPV/EHU) and counts with a scholarship to develop her thesis (PIF 18/104).The third author acknowledges the support of a Spanish government subproject Integration ways between qualitative and quantitative data, multiple case development, and synthesis review as main axis for an innovative future in physical activity and sports research [PGC2018-098742-B-C31] (2019-2021) (Ministerio de Ciencia, Innovación y Universidades / Agencia Estatal de Investigación / Fondo Europeo de Desarrollo Regional).Springer Nature202120212021info:eu-repo/semantics/articleapplication/pdfapplication/pdfhttp://hdl.handle.net/10810/54342reponame:Addi. Archivo Digital para la Docencia y la Investigacióninstname:Universidad del País VascoInglésinfo:eu-repo/grantAgreement/MCIU/PGC2018-098742-B-C31/https://link.springer.com/article/10.1007%2Fs10212-021-00560-2info:eu-repo/semantics/openAccess(c) 2021 Instituto Universitário de Ciências Psicológicas, Sociais e da Vidaoai:addi.ehu.eus:10810/543422026-06-18T09:23:17Z
dc.title.none.fl_str_mv Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
title Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
spellingShingle Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
Sagastui Aguayo, Jone
Early childhood education
free play
intervention levels
systematic observation
lag sequential analysis
polar coordinate analysis
title_short Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
title_full Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
title_fullStr Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
title_full_unstemmed Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
title_sort Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
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 education
free play
intervention levels
systematic observation
lag sequential analysis
polar coordinate analysis
topic Early childhood education
free play
intervention levels
systematic observation
lag sequential analysis
polar coordinate analysis
description Studies about child development emphasize the importance of play in children’s early years. However, there is an existing controversy about the role educators should have in young children’s free play. This research work studies the approach to early playful activity from Pikler-Lóczy education. A systematic observation was conducted to deepen in the educational activity of free play accompanying. We studied how an experienced educator combines the instrumental and relational dimensions of her educational activity while children are playing, and the intervention levels they accordingly shape: no intervention, indirect intervention and direct intervention. Two complementary techniques were used in order to discover the relational behaviors that modulate each instrumental action: lag sequential analysis and polar coordinate analysis. Results show that the educator’s focus of attention is adaptive to the instrumental action she is performing; that the relational dimension of her educational activity modulates the instrumental actions; and that specific kinetic behaviors announce the beginning, mediate the developing and mark the closing of each instrumental action. Therefore, we demonstrated that the educator masterly combines the instrumental and relational dimensions of her educational activity, thus, shaping three different intervention levels towards children’s free play. This positioning is beneficial to children’s development given its active attempt to promote their intrinsic motivation and will to autonomously discover and learn.
publishDate 2021
dc.date.none.fl_str_mv 2021
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/10810/54342
url http://hdl.handle.net/10810/54342
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://link.springer.com/article/10.1007%2Fs10212-021-00560-2
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
(c) 2021 Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
eu_rights_str_mv openAccess
rights_invalid_str_mv (c) 2021 Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Springer Nature
publisher.none.fl_str_mv Springer Nature
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
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