Chess in the classroom: perceptions of preschool educators
Ajedrez en el aula infantil: percepciones de educadoras de párvulos
Xadrez na sala de aula infantil: percepções de educadoras de infância
| 2025 | |
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juego educativo educación preescolar educación de la primera infancia juego método de enseñanza educational games pre-school education early childhood education play teaching methods jogo educativo educação pré-escolar educação da primeira infância jogo método de ensino |
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| Español | |
| Universidad ORT Uruguay | |
| RAD | |
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https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4125
http://hdl.handle.net/20.500.11968/7709 |
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| Acceso abierto |
| Sumario: | The use of play as a didactic tool has a broad consensus in preschool education; however, classroom practices often struggle to effectively integrate play with learning. This qualitative study aimed to understand preschool teachers’ perceptions, in their role as co-educators, regarding the implementation of the “Chess in the Classroom” project didactic tool in early childhood education. The research adopts a qualitative approach under an interpretative paradigm and a phenomenological design. In-depth interviews were conducted with five teachers from three communes in central-southern Chile, and analyzed using the constant comparative method of grounded theory. The findings revealed a positive perception of chess as a tool for metacognitive stimulation, contributing to holistic development and aligning with preschool education plans and programs. The implementation of chess as a teaching resource in preschool education positively impacts learning. This research represents a first exploration in Chile into the knowledge an analysis of experiences related to the use of chess in early childhood education, with the potential to guide similar projects in regular education, fostering both cognitive and socio-emotional development. |
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