Schoolification of Early Childhood Education in Chile: Agreements among Actors in the Field on its Definition, Causes and Proposals

Pardo, Marcela; Opazo, María José; Rupin, Pablo

doi:10.31619/caledu.n54.953

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…These authors emphasize the benefits of guided play in terms of "achieving educational outcomes" for disciplinary school learning. This perspective clashes with that of those who advocate for a non-instrumentalizing view of play in the ECE context [21], also marked by "schoolification" [22].…”

Section: Context Tensions Between Play Education and Learning In Earl...mentioning

confidence: 74%

“So, We Can’t Play”. Limitations To Play at School in Periods of Educational Transition

Rupin¹,

Muñoz²,

Jadue³

2023

Preprint

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Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between Early Childhood Education and Primary Education in Chile. The study was conducted in four Chilean schools, with the Transition Levels of Chilean Early Childhood Education (children aged 4 and 5) and the first two levels of Primary Education (children aged 6 and 7). Based on an ethnographic approach, we combined 22 ethnographic observation days spread over two consecutive years and 59 interviews of various types with children, educators, and parents. The results show structural-material limitations on school play that mainly affect children in Primary Education. Beyond, factors associated with routines, indications, and statements governing functioning and participation in this level tend to limit or prevent play, often considered a "non-legitimate" activity. Conclusions highlight the potentialities that children's restricted or resisted play can present in terms of learning.

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Section: Context Tensions Between Play Education and Learning In Earl...mentioning

confidence: 74%

“So, We Can’t Play”. Limitations To Play at School in Periods of Educational Transition

Rupin¹,

Muñoz²,

Jadue³

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…"A, B, C de la educación", en la web de Subsecretaria de la Educación Parvularia, Ministerio de Educación. por ejemplo, escolarizando a los niños y niñas con la expectativa de incrementar los puntajes en las pruebas estandarizadas Simce en 2do y/o 4to básico (Falabella, 2020;Pardo et al, 2021).…”

Section: El Total De Establecimientosunclassified

Una historia de idas y vueltas: los cambios en el rol del Estado y la fragmentación institucional en la educación parvularia en Chile (1960-2020)

Falabella¹,

Correa²

2022

CUHSO

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Las últimas décadas de la educación parvularia en Chile ha estado marcada por un ir y venir entre la fragmentación y los intentos de articulación, regulación y estandarización del sistema. Esto ha tomado fuerza en los últimos años, a partir de la incorporación del nivel en el “Sistema de Aseguramiento para la Calidad” y la creación de la Subsecretaría e Intendencia de Educación Parvularia. El presente artículo busca comprender el modo en que se ha configurado la institucionalidad del nivel y cuál ha sido el rol del Estado en ello, mediante un análisis de las políticas públicas en educación parvularia entre los años 1960 y 2020. El estudio se realizó a partir de un análisis documental (sobre 200 documentos), complementado con entrevistas a catorce actores que participaron en el diseño y/o ejecución de la política pública en el nivel en las últimas décadas. Los resultados de este estudio evidencian la existencia de cuatro fases en las que se constata un permanente vaivén entre la regulación y desregulación del aún fragmentado sistema de educación parvularia.

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Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms

Strasser

Balladares

Grau

et al. 2023

Early Childhood Research Quarterly

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Schoolification of Early Childhood Education in Chile: Agreements among Actors in the Field on its Definition, Causes and Proposals

Cited by 4 publications

References 17 publications

“So, We Can’t Play”. Limitations To Play at School in Periods of Educational Transition

“So, We Can’t Play”. Limitations To Play at School in Periods of Educational Transition

Una historia de idas y vueltas: los cambios en el rol del Estado y la fragmentación institucional en la educación parvularia en Chile (1960-2020)

Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms

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