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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| Other Authors: | , , , |
| Format: | article |
| Language: | Spanish |
| Published: |
2021
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| Subjects: | |
| Online Access: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/3063 http://hdl.handle.net/20.500.11968/4287 |
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| Summary: | 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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