Playfulness and the quality of classroom interactions in preschool

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dc.article.number101941
dc.catalogadorpau
dc.contributor.authorStrasser, Katherine
dc.contributor.authorBalladares, Jaime
dc.contributor.authorGrau, Valeska
dc.contributor.authorMarín, Anneliese
dc.contributor.authorPreiss, David D.
dc.contributor.authorJadue, Daniela
dc.date.accessioned2024-06-08T15:12:16Z
dc.date.available2024-06-08T15:12:16Z
dc.date.issued2024
dc.description.abstract© 2024 Elsevier LtdBackground: A high degree of playfulness in learning activities has been claimed to be more developmentally appropriate for young children than high structure and directivity. However, empirical support for this claim is limited. Most studies that analyze interactions associated to playfulness are correlational, which poses a problem for attributing differences to the degree of playfulness of activities. Aims: The present study sought to compare, in a controlled manner, the interactions and behaviors in prekindergarten and kindergarten classrooms during high- and low-playfulness activities. Sample: Participants were teachers, teacher aides, and 377 students in 12 classrooms (six prekindergarten and sic kindergarten) in six public schools from a low-income municipality in the capital city of a middle-income Latin American country. Methods: The behavior of children and teachers during high-playfulness and low-playfulness activities was videorecorded in two visits per classroom per game. High playfulness activities consisted of games designed by our team for this study. Videos were coded for proportion of on-task children, children exhibiting high levels of involvement, and teacher language (teaching, directiveness, warmth, humor). Data were analyzed using multilevel multiple regression to account for nesting in classrooms. Results: Children were more likely to be on-task and show high-involvement during high-playfulness activities than low-playfulness ones. Teaching and directive verbalizations were more likely during two of the low-playfulness activities, but not the rest. Responsivity and warmth were associated only with two of the games and in the opposite direction of our hypothesis. Teachers were more likely to produce humorous remarks during high-playfulness activities.
dc.description.funderDesarrollo Científico y Tecnológico
dc.description.funderChilean Fund for the Promotion of Scientific and Technological Development
dc.description.funderFONDEF
dc.description.funderIniciativa Científica Milenio ANID
dc.description.funderChilean National Fund for Science and Technology, Fondecyt
dc.fechaingreso.objetodigital2024-08-29
dc.format.extent10 páginas
dc.fuente.origenSCOPUS
dc.identifier.doi10.1016/j.learninstruc.2024.101941
dc.identifier.doihttps://doi.org/10.1016/j.learninstruc.2024.101941
dc.identifier.issn09594752
dc.identifier.scopusidSCOPUS_ID:85194306576
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/86637
dc.information.autorucEscuela de Psicología; Strasser, Katherine; 0000-0003-2364-6798; 93094
dc.information.autorucEscuela de Psicología; Balladares, Jaime; 0000-0002-6317-4783; 143146
dc.information.autorucEscuela de Psicología; Grau, Valeska; 0000-0002-4487-838X; 10537
dc.information.autorucEscuela de Psicología; Marín, Anneliese; S/I; 164164
dc.information.autorucEscuela de Psicología; Preiss, David D.; 0000-0002-4646-5060; 673
dc.language.isoen
dc.nota.accesoContenido parcial
dc.publisherElsevier Ltd
dc.revistaLearning and Instruction
dc.rightsacceso restringido
dc.subjectChild involvement
dc.subjectClassroom interactions
dc.subjectEarly childhood education
dc.subjectOn-task behavior
dc.subjectPlayful learning
dc.subjectTeaching
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titlePlayfulness and the quality of classroom interactions in preschool
dc.typeartículo
dc.volumen93
sipa.codpersvinculados93094
sipa.codpersvinculados143146
sipa.codpersvinculados10537
sipa.codpersvinculados164164
sipa.codpersvinculados673
sipa.trazabilidadSCOPUS;2024-06-02
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