Socio-Affective Word Production by Early Childhood Educators: Lexical Densities, Clusters, and Predictors

Francisco José Lería Dulčić; Roxana Nora Acosta Peña; Patricia Ester Sasso Orellana

doi:10.24320/redie.2021.23.e21.4168

Autores

Francisco José Lería Dulčić Universidad de Atacama http://orcid.org/0000-0001-6326-2567
Roxana Nora Acosta Peña Universidad de Antofagasta http://orcid.org/0000-0002-7977-7570
Patricia Ester Sasso Orellana Universidad de Antofagasta http://orcid.org/0000-0002-2127-5885

DOI:

https://doi.org/10.24320/redie.2021.23.e21.4168

Palabras clave:

docentes de preescolar, comportamiento del docente, emociones, análisis multivariado

Resumen

Se presenta una caracterización cuantitativa del lenguaje de las educadoras de párvulos con el objetivo de determinar sus preferencias léxicas y los usos típicos en el dominio socioafectivo. Mediante un diseño descriptivo transversal se seleccionó por conveniencia a 20 participantes que proporcionaron grabaciones de audio continuas que fueron transcritas y categorizadas mediante el programa LIWC2015. Los hallazgos muestran que las mayores densidades léxicas están asociadas a las categorías “procesos cognitivos”, “relatividad”, “procesos sociales”, “procesos afectivos” y “procesos de percepción” y diversas subcategorías como “movimiento” y “emociones positivas”. Se encontraron menores densidades en “ansiedad”, “tristeza”, “salud”, “religión” y “muerte”. Además, se identificaron dos conglomerados de uso común: uno centrado en el uso de palabras con connotación emocional y otro centrado en palabras con connotación social. Finalmente, las categorías “cuerpo”, “salud”, “movimiento”, “ingesta”, “causalidad”, “exclusión” y “sexual” son buenos predictores de la producción de palabras socioafectivas. Nuestros hallazgos sugieren el uso distintivo y destacado de varias categorías semánticas asociadas al dominio socioafectivo. Se discuten las proyecciones de este estudio y su potencial para contribuir a los procesos formativos en la educación parvularia.

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