Play in early childhood: Approach to the meaning given by nursery teachers

The play, as a natural activity of the human being, mainly during the first years of life, acquires a key relevance from the pedagogical point of view at the level of early childhood education. In this regard, this work presents the main results of a study that aimed at finding out the meaning attri...

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Autores: Mena Bastías, Carmen Patricia, Flores Lueg, Carolina Bernarda, Arteaga González, Patricia Eugenia, Saldaña Espinoza, Dalys, Navarrete Troncoso, Eliana Lucía
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2021
País:Uruguay
Institución:Universidad ORT Uruguay
Repositorio:RAD
Idioma:español
OAI Identifier:oai:rad.ort.edu.uy:20.500.11968/4287
Acceso en línea:https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063
http://hdl.handle.net/20.500.11968/4287
Access Level:acceso abierto
Palabra clave:primera infancia
juego
docente preescolar
estrategias educativas
early childhood
play
pre-school teacher
educational strategies
primeira infância
jogo
docente pré-escolar
estratégias educacionais
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dc.title.none.fl_str_mv Play in early childhood: Approach to the meaning given by nursery teachers
Juego en primera infancia: Aproximación al significado otorgado por educadoras de párvulos
Jogo em primeira infância: Aproximação ao significado dado por educadoras de crianças
title Play in early childhood: Approach to the meaning given by nursery teachers
spellingShingle Play in early childhood: Approach to the meaning given by nursery teachers
Mena Bastías, Carmen Patricia
primera infancia
juego
docente preescolar
estrategias educativas
early childhood
play
pre-school teacher
educational strategies
primeira infância
jogo
docente pré-escolar
estratégias educacionais
title_short Play in early childhood: Approach to the meaning given by nursery teachers
title_full Play in early childhood: Approach to the meaning given by nursery teachers
title_fullStr Play in early childhood: Approach to the meaning given by nursery teachers
title_full_unstemmed Play in early childhood: Approach to the meaning given by nursery teachers
title_sort Play in early childhood: Approach to the meaning given by nursery teachers
dc.creator.none.fl_str_mv Mena Bastías, Carmen Patricia
Flores Lueg, Carolina Bernarda
Arteaga González, Patricia Eugenia
Saldaña Espinoza, Dalys
Navarrete Troncoso, Eliana Lucía
author Mena Bastías, Carmen Patricia
author_facet Mena Bastías, Carmen Patricia
Flores Lueg, Carolina Bernarda
Arteaga González, Patricia Eugenia
Saldaña Espinoza, Dalys
Navarrete Troncoso, Eliana Lucía
author_role author
author2 Flores Lueg, Carolina Bernarda
Arteaga González, Patricia Eugenia
Saldaña Espinoza, Dalys
Navarrete Troncoso, Eliana Lucía
author2_role author
author
author
author
dc.subject.es-ES.fl_str_mv primera infancia
juego
docente preescolar
estrategias educativas
topic primera infancia
juego
docente preescolar
estrategias educativas
early childhood
play
pre-school teacher
educational strategies
primeira infância
jogo
docente pré-escolar
estratégias educacionais
dc.subject.en-US.fl_str_mv early childhood
play
pre-school teacher
educational strategies
dc.subject.pt-BR.fl_str_mv primeira infância
jogo
docente pré-escolar
estratégias educacionais
description The play, as a natural activity of the human being, mainly during the first years of life, acquires a key relevance from the pedagogical point of view at the level of early childhood education. In this regard, this work presents the main results of a study that aimed at finding out the meaning attributed to the play by nursery teachers who work with children under the age of three. The research was carried out under a qualitative methodology, and as method, the Hermeneutic Phenomenology was used. Six professionals who work with pre-school children under the age of three in institutions located in regions of Ñuble and Biobío in Chile, took part in this study. As information production technique, an in-depth interview was used, analyzed based on a mixed categorization process with the support of Atlas.ti v.8. software. The results highlight that nursery teachers, at a conscious level, have clarity to conceptualize the play, attributing a significant value as a means of learning, while in its implementation, the instrumentalization of this activity is visualized.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-17
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
dc.type.version.none.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063
10.18861/cied.2021.12.1.3063
dc.identifier.uri.none.fl_str_mv http://hdl.handle.net/20.500.11968/4287
url https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063
http://hdl.handle.net/20.500.11968/4287
identifier_str_mv 10.18861/cied.2021.12.1.3063
dc.language.iso.none.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063/3314
https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063/4383
https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063/3486
dc.rights.es-ES.fl_str_mv http://creativecommons.org/licenses/by/4.0
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dc.publisher.es-ES.fl_str_mv Universidad ORT Uruguay
dc.source.en-US.fl_str_mv Cuadernos de Investigación Educativa; Vol. 12 No. 1 (2021)
dc.source.es-ES.fl_str_mv Cuadernos de Investigación Educativa; Vol. 12 Núm. 1 (2021)
dc.source.pt-BR.fl_str_mv Cuadernos de Investigación Educativa; v. 12 n. 1 (2021)
dc.source.none.fl_str_mv 1688-9304
1510-2432
10.18861/cied.2021.12.1
reponame:RAD
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spelling Mena Bastías, Carmen PatriciaFlores Lueg, Carolina BernardaArteaga González, Patricia EugeniaSaldaña Espinoza, DalysNavarrete Troncoso, Eliana Lucía2021-03-17https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/306310.18861/cied.2021.12.1.3063http://hdl.handle.net/20.500.11968/4287The play, as a natural activity of the human being, mainly during the first years of life, acquires a key relevance from the pedagogical point of view at the level of early childhood education. In this regard, this work presents the main results of a study that aimed at finding out the meaning attributed to the play by nursery teachers who work with children under the age of three. The research was carried out under a qualitative methodology, and as method, the Hermeneutic Phenomenology was used. Six professionals who work with pre-school children under the age of three in institutions located in regions of Ñuble and Biobío in Chile, took part in this study. As information production technique, an in-depth interview was used, analyzed based on a mixed categorization process with the support of Atlas.ti v.8. software. The results highlight that nursery teachers, at a conscious level, have clarity to conceptualize the play, attributing a significant value as a means of learning, while in its implementation, the instrumentalization of this activity is visualized.El juego como actividad natural del ser humano -fundamentalmente en sus primeros años de vida- adopta una relevancia clave desde el punto de vista pedagógico a nivel de la educación infantil. Al respecto, este trabajo presenta los principales resultados de un estudio que tuvo como propósito indagar sobre el significado que le atribuyen al juego educadoras que desempeñan su labor con párvulos menores de tres años. La investigación se llevó a cabo bajo una metodología cualitativa y se empleó la Fenomenología Hermenéutica como método. Participaron seis profesionales que desempeñan su labor con párvulos menores de tres años en instituciones educativas ubicadas en las regiones de Ñuble y Biobío, Chile. Como técnica de producción de información se empleó la entrevista en profundidad, analizada a partir de un proceso de categorización mixto con apoyo del software Atlas ti v.8. En los resultados se destaca que las educadoras, a nivel de conciencia, tienen claridad para conceptualizar el juego, atribuyéndole una significativa valoración como medio para el aprendizaje, pero en su implementación se visualiza la instrumentalización de esta actividad.O jogo, como atividade natural do ser humano fundamentalmente em seus primeiros anos de vida, adota uma relevância chave do ponto de vista pedagógico no nível da educação infantil. Quanto a isso, esse trabalho apresenta os principais resultados de uma análise que teve como alvo indagar sobre o significado atribuído ao jogo por educadoras que desempenham seu trabalho com crianças menores de três anos. A pesquisa foi realizada conforme uma metodologia qualitativa, sendo utilizada a Fenomenologia Hermenêutica como método. Participaram dela seis profissionais que desempenham seu trabalho com crianças menores de três anos em instituições educacionais localizadas nas regiões de Ñuble e Biobío, no Chile. Como técnica de produção de informação foi empregada a entrevista em profundidade, analisada a partir de um processo de categorização misto com apoio do software Atlas ti v.8. Nos resultados salienta que, em nível de consciência, as educadoras têm clareza para conceituar o jogo, atribuindo-lhe significativa importância como meio de aprendizagem, porém em sua implementação é percebida a instrumentalização dessa atividade.application/pdftext/htmltext/xmlspaUniversidad ORT Uruguayhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063/3314https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063/4383https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063/3486Cuadernos de Investigación Educativa; Vol. 12 No. 1 (2021)Cuadernos de Investigación Educativa; Vol. 12 Núm. 1 (2021)Cuadernos de Investigación Educativa; v. 12 n. 1 (2021)1688-93041510-243210.18861/cied.2021.12.1reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTprimera infanciajuegodocente preescolarestrategias educativasearly childhoodplaypre-school teachereducational strategiesprimeira infânciajogodocente pré-escolarestratégias educacionaisPlay in early childhood: Approach to the meaning given by nursery teachersJuego en primera infancia: Aproximación al significado otorgado por educadoras de párvulosJogo em primeira infância: Aproximação ao significado dado por educadoras de criançasinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess20.500.11968/42872025-07-29 16:40:14.554metadata.onlyoai:rad.ort.edu.uy:20.500.11968/4287https://rad.ort.edu.uyhttps://rad.ort.edu.uy/Universidad privadahttps://www.ort.edu.uy/https://rad.ort.edu.uy/server/oai/requestrodriguez_v@ort.edu.uyUruguayopendoar:39272025-07-29T19:40:14RAD - Universidad ORT Uruguayfalse
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