“El juego libre es importante para el desarrollo motor de los niños, pero ¿cómo podemos supervisarlo?” Un estudio fenomenológico en la educación infantile (‘Free play is important for children's motor development, but how we can supervise it?’ A Phenomenological Study At Early childhood Education)
DOI:
https://doi.org/10.47197/retos.v58.104099Palabras clave:
Free-play outdoor activities, Motor development, early childhood education, Phenomenological StudyResumen
Este estudio tiene como objetivo determinar la percepción e implementación de la relación entre las actividades de juego libre al aire libre para apoyar el desarrollo motor de los estudiantes y la participación de los maestros durante el juego en la primera infancia. Un estudio fenomenológico con la participación de 12 docentes de educación infantil que tienen diferentes trayectorias en la historia de la experiencia docente, edad y género. Los datos se obtuvieron a través de los resultados de entrevistas estructuradas realizadas durante cinco días consecutivos a cada docente. Todos los datos se procesaron utilizando NVivo 11 para Windows, que proporciona una estructura para realizar investigaciones cualitativas para descubrir este fenómeno. Se produjeron un total de tres temas, a saber (i) Percepción de la importancia del juego libre para el desarrollo motor; (ii) Participación de los maestros durante las actividades de juego libre; y (iii) Tiempo para realizar actividades de juego libre. Sin embargo, estos hallazgos revelan que no todos los profesores acompañan y supervisan todas las actividades realizadas por los niños en el juego al aire libre y desconocen cómo es el panorama general del desarrollo motor y la disponibilidad de campos y áreas de juego es limitada. Implicaciones para los responsables de las políticas educativas, los profesores y las familias sobre el juego libre al aire libre. Apoyo a las políticas, a los formuladores de políticas en Indonesia, especialmente al Ministerio de Educación Infantil, para crear un ambiente propicio para las actividades al aire libre, especialmente al planificar estándares escolares y competencias programáticas para apoyar el desarrollo holístico de la primera infancia.
Palabra clave: Actividades de juego libre al aire libre, Desarrollo motor, educación infantil, Estudio Fenomenológico.
Abstract. This study aims to determine the perception and implementation of the relationship between outdoor free-play activities to support students' motor development and teacher involvement during early childhood play. A phenomenological study with the participation of 12 early childhood education teachers who have different backgrounds in the history of teaching experience, age, and gender. The data were obtained through the results of structured interviews conducted for five consecutive days with each teacher. All data was processed using NVivo 11 for Windows which provides a structure for conducting qualitative investigations to uncover this phenomenon. A total of three themes were produced, namely (i) Perception of the importance of free-play for motor development; (ii) Involvement of teachers during free-play activities; and (iii) Time to do free-play activities. However, these findings reveal that not all teachers accompany and supervise every activity carried out by children in outdoor play and do not know how the overall picture of motor development is and the availability of fields and playgrounds is limited. Implications for education policymakers, teachers and families about outdoor free-play. Policy support, policymakers in Indonesia, especially the Ministry of Early Childhood Education to create a conducive environment for outdoor activities, especially when planning school standards and program competencies to support holistic early childhood development.
Keyword : Free-play outdoor activities, Motor development, early childhood education, Phenomenological Study.
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