Chess in the classroom: perceptions of preschool educators
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 implement...
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| Format: | article |
| Idioma: | espanyol |
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2025
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| Accés en línia: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4125 http://hdl.handle.net/20.500.11968/7709 |
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| Sumari: | 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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