Adult intervention levels in young children’s free play: an observational study on how Pikler educators combine the instrumental and relational dimensions of their educational activity
| Autor: | M. Teresa Anguera, Elena Herrán, Jone Sagastui |
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| Rok vydání: | 2021 |
| Předmět: |
systematic observation
Early childhood education 05 social sciences 050301 education Educational psychology Child development Education Developmental psychology Lag sequential analysis Action (philosophy) Free play Intervention (counseling) Developmental and Educational Psychology Intrinsic motivation 0501 psychology and cognitive sciences Observational study free play intervention levels Psychology 0503 education lag sequential analysis polar coordinate analysis 050104 developmental & child psychology |
| Zdroj: | Addi. Archivo Digital para la Docencia y la Investigación Universidad de Cantabria (UC) instname |
| Popis: | Studies about child development emphasize the importance of play in children’s early years. However, there is an existing controversy about the role educators should have in young children’s free play. This research work studies the approach to early playful activity from Pikler-Lóczy education. A systematic observation was conducted to deepen in the educational activity of free play accompanying. We studied how an experienced educator combines the instrumental and relational dimensions of her educational activity while children are playing, and the intervention levels they accordingly shape: no intervention, indirect intervention and direct intervention. Two complementary techniques were used in order to discover the relational behaviors that modulate each instrumental action: lag sequential analysis and polar coordinate analysis. Results show that the educator’s focus of attention is adaptive to the instrumental action she is performing; that the relational dimension of her educational activity modulates the instrumental actions; and that specific kinetic behaviors announce the beginning, mediate the developing and mark the closing of each instrumental action. Therefore, we demonstrated that the educator masterly combines the instrumental and relational dimensions of her educational activity, thus, shaping three different intervention levels towards children’s free play. This positioning is beneficial to children’s development given its active attempt to promote their intrinsic motivation and will to autonomously discover and learn. The first author of the paper is a PhD candidate of the University of the Basque Country (UPV/EHU) and counts with a scholarship to develop her thesis (PIF 18/104).The third author acknowledges the support of a Spanish government subproject Integration ways between qualitative and quantitative data, multiple case development, and synthesis review as main axis for an innovative future in physical activity and sports research [PGC2018-098742-B-C31] (2019-2021) (Ministerio de Ciencia, Innovación y Universidades / Agencia Estatal de Investigación / Fondo Europeo de Desarrollo Regional). |
| Databáze: | OpenAIRE |
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