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
| 2021 | |
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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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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063
http://hdl.handle.net/20.500.11968/4287 |
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| Acceso abierto | |
| http://creativecommons.org/licenses/by/4.0 |
| Sumario: | 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. |
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