Producción de palabras socioafectivas por educadoras de párvulos: densidades léxicas, conglomerados y predictores
DOI:
https://doi.org/10.24320/redie.2021.23.e21.4168Palabras clave:
docentes de preescolar, comportamiento del docente, emociones, análisis multivariadoResumen
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.
Descargas
Referencias
Bendezú, J. J., Cole, P. M., Tan, P. Z., Armstrong, L. M., Reitz, E. B., & Wolf, R. M. (2017). Child language and parenting antecedents and externalizing outcomes of emotion regulation pathways across early childhood: A person-centered approach. Development and Psychopathology, 30(4), 1–16. https://doi.org/10.1017/s0954579417001675
Brown, Ch. P., Ku, D. H., & Barry, D. P. (2020): Making sense of instruction within the changed kindergarten: perspectives from preservice early childhood educators and teacher educators. Journal of Early Childhood Teacher Education, 42(1), 1–33. https://doi.org/10.1080/10901027.2020.1726532
Brownell, C. A., Svetlova, M., Anderson, R., Nichols, S. R., & Drummond, J. (2012). Socialization of early prosocial behavior: Parents’ talk about emotions is associated with sharing and helping in toddlers. Infancy, 18(1), 91–119. https://doi.org/10.1111/j.1532-7078.2012.00125.x
Campbell-Barr, V., & Bogatić, K. (2017). Global to local perspectives of early childhood education and care. Early Child Development and Care, 187(10), 1461–1470. https://doi.org/10.1080/03004430.2017.1342436
Cejudo, J., & López-Delgado, M. L. (2017). Importancia de la inteligencia emocional en la práctica docente: un estudio con maestros [Importance of emotional intelligence in teaching practice: A study with school teachers]. Psicología Educativa, 23(1), 29–36. https://doi.org/10.1016/j.pse.2016.11.001
Cekaite, A., & Bergnehr, D. (2018). Affectionate touch and care: embodied intimacy, compassion and control in early childhood education. European Early Childhood Education Research Journal, 26(6), 940–955. https://doi.org/10.1080/1350293x.2018.1533710
Cuellar, M. del P., & Farkas, Ch. (2018). Sensibilidad y mentalización de las educadoras de párvulos. Predictores del lenguaje infantil a los 30 meses [Awareness and mentalization among pre-school teachers. Child language predictors at 30 months]. Perfiles educativos, 40(160), 64–82. https://doi.org/10.22201/iisue.24486167e.2018.160.58507
Cunningham, J. E., Zimmerman, K. N., Ledford, J. R., & Kaiser, A. P. (2019). Comparison of measurement systems for collecting teacher language data in early childhood settings. Early Childhood Research Quarterly, 49, 164–174. https://doi.org/10.1016/j.ecresq.2019.06.008
Dalgren S. (2016). Questions and answers, a seesaw and embodied action: How a preschool teacher and children accomplish educational practice. In A. Bateman & A. Church (Eds.), Children’s Knowledge-in-Interaction. Springer. https://doi.org/10.1007/978-981-10-1703-2_3
Decker-Woodrow, L. (2018). The relationship between internal teacher profiles and the quality of teacher-child interactions in prekindergarten. Journal of Research in Childhood Education, 32(1), 32–51. https://doi.org/10.1080/02568543.2017.1393030
Degotardi, S., Han, F., & Torr, J. (2018). Infants’ experience with “near and clear” educator talk: individual variation and its relationship to indicators of quality. International Journal of Early Years Education, 26(3), 278-294. https://doi.org/10.1080/09669760.2018.1479632
Doğan, Ö., & Erdiller, Z. B. (2016). The examination of Turkish early childhood education teachers’ professional identity. Early Child Development and Care, 188(10), 1328–1339. https://doi.org/10.1080/03004430.2016.1269763
Farrow, J. M., Wasik, B. A., & Hindman, A. H. (2020). Exploring the unique contributions of teachers’ syntax to preschoolers’ and kindergarteners’ vocabulary learning. Early Childhood Research Quarterly, 51, 178–190. https://doi.org/10.1016/j.ecresq.2019.08.005
Fernández, M., Bravo, A., & Fernández, P. (2019). Profiles of perceived emotional intelligence in future preschool teachers: Implications for teacher education. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(1), 209–223. https://doi.org/10.6018/reifop.22.1.344131
Fontaine, J. J., Scherer, K. R., & Soriano, C. (2013). Components of emotional meaning: A sourcebook. Oxford University Press.
Halliday, M. A. K. (2014). Halliday’s Introduction to functional grammar (4th edition). Routledge.
Hinojosa, J. A., Moreno, E. M., & Ferré, P. (2019). Affective neurolinguistics: Towards a framework for reconciling language and emotion. Language, Cognition and Neuroscience, 35(7) 1–27. https://doi.org/10.1080/23273798.2019.1620957
Hu, B. Y., Chen, L., & Fan, X. (2018). Profiles of teacher-child interaction quality in preschool classrooms and teachers’ professional competence features. Educational Psychology, 38(3), 264–285. https://doi.org/10.1080/01443410.2017.1328488
Hu, J., Torr, J., Degotardi, S., & Han, F. (2017). Educators’ use of commanding language to direct infants’ behaviour: relationship to educators’ qualifications and implications for language learning opportunities. Early Years, 39(2) 1–15. https://doi.org/10.1080/09575146.2017.1368008
Jeon, L., Buettner, C. K., & Hur, E. (2015). Preschool teachers’ professional background, process quality, and job attitudes: A person-centered approach. Early Education and Development, 27(4), 551–571. https://doi.org/10.1080/10409289.2016.1099354
Justice, L. M., Jiang, H., & Strasser, K. (2018). Linguistic environment of preschool classrooms: What dimensions support children’s language growth? Early Childhood Research Quarterly, 42, 79–92. https://doi.org/10.1016/j.ecresq.2017.09.003
Kalinowski, E., Egert, F., Gronostaj, A., & Vock, M. (2020). Professional development on fostering students’ academic language proficiency across the curriculum—A meta-analysis of its impact on teachers’ cognition and teaching practices. Teaching and Teacher Education, 88. https://doi.org/10.1016/j.tate.2019.102971
King, E. K., & La Paro, K. M. (2018). Teachers’ emotion minimizing language and toddlers’ social emotional competence. Early Education and Development, 29(8), 989–1003. https://doi.org/10.1080/10409289.2018.1510214
Manning, M., Wong, G. T. W., Fleming, C. M., & Garvis, S. (2019). Is teacher qualification associated with the quality of the early childhood education and care environment? A meta-analytic review. Review of Educational Research, 89(3), 370–415. https://doi.org/10.3102/0034654319837540
Markussen-Brown, J., Juhl, C. B., Piasta, S. B., Bleses, D., Højen, A., & Justice, L. M. (2017). The effects of language- and literacy-focused professional development on early educators and children: A best-evidence meta-analysis. Early Childhood Research Quarterly, 38, 97–115. https://doi.org/10.1016/j.ecresq.2016.07.002
Martí, O., & Portolés, L. (2019). Is teacher talk for very young language learners pragmatically tuned? Directives in two EAL classrooms. In Investigating the Learning of Pragmatics across Ages and Contexts (Ultrecht Studies in Language and Communication, Vol. 34), pp. 87–122. https://doi.org/10.1163/9789004409699_006
McNally, S., McCrory, C., Quigley, J., & Murray, A. (2019). Decomposing the social gradient in children’s vocabulary skills at 3 years of age: A mediation analysis using data from a large representative cohort study. Infant Behavior and Development, 57, 1–13. https://doi.org/10.1016/j.infbeh.2019.04.008
Mischo, C., Wahl, S., Strohmer, J., & Hendler, J. (2012). Knowledge orientations of prospective early childhood educators: A study of students’ scientific versus subjective orientations in teacher education courses in Germany. Journal of Early Childhood Teacher Education, 33(2), 144–162. https://doi.org/10.1080/10901027.2012.675836
Muhinyi, A., & Rowe, M. L. (2019). Shared reading with preverbal infants and later language development. Journal of Applied Developmental Psychology, 64, 1–11. https://doi.org/10.1016/j.appdev.2019.101053
Nasiopoulou, P., Williams, P., Sheridan, S., & Yang Hansen, K. (2017). Exploring preschool teachers’ professional profiles in Swedish preschool: A latent class analysis. Early Child Development and Care, 189(8), 1–19. https://doi.org/10.1080/03004430.2017.1375482
Oberhuemer, P. (2015). Professional profiles in early childhood education and care: Continuity and change in Europe. In H. Willekens, K. Scheiwe, & K. Nawrotzki (Eds.), The development of early childhood education in Europe and North America: Historical and comparative perspectives (pp. 195–214). https://doi.org/10.1057/9781137441980
Pennebaker, J. W., Boyd, R. L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC2015. University of Texas at Austin.
Piasta, S. B., Park, S., Farley, K. S., Justice, L. M., O'Connell, A. A. (2019). Early childhood educators' knowledge about language and literacy: Associations with practice and children's learning. Dyslexia, 26(2), 1–16. https://doi.org/10.1002/dys.1612
Pizarro, P., & Espinoza, V. (2016). ¿Calidad en la formación inicial docente? Análisis de los nuevos estándares de la educación de párvulos en Chile [Quality in initial teacher training? New standards analysis for early childhood education in Chile]. Perspectiva Educacional, Formación de Profesores, 55(1), 152–167. https://doi.org/10.4151/07189729-Vol.55-Iss.1-Art.383
Pizarro, P., Peralta, N., Audisio, C., Mareovich, F., Alam, F., Peralta, O., & Rosemberg, C. (2019). El lenguaje de las educadoras y de los(as) niños(as) en distintas situaciones de aula [The language of educators and children in different classroom situations]. Pensamiento Educativo, Revista de Investigación Educacional Latinoamericana, 56(1), 1–18. https://doi.org/10.7764/PEL.56.1.2019.6
Ruggeri, A., Swaboda, N., Sim, Z. L., & Gopnik, A. (2019). Shake it baby, but only when needed: Preschoolers adapt their exploratory strategies to the information structure of the task. Cognition, 193, 1–7. https://doi.org/10.1016/j.cognition.2019.104013
Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Lawrence Erlbaum Associates Publishers.
Shahane, A. D., & Denny, B. T. (2019). Predicting emotional health indicators from linguistic evidence of psychological distancing. Stress and Health, 35(2), 1–33. https://doi.org/10.1002/smi.2855
Subsecretaría de Educación Parvularia (2018). Nuevas Bases Curriculares, BCEP [New curricular foundations, BCEP]. 1–136. https://parvularia.mineduc.cl/bases-curriculares-ed-parvularia/
Subsecretaría de Educación Parvularia (2019, March). Lenguaje verbal: Orientaciones técnico-pedagógicas para el nivel de educación parvularia [Verbal language: Technical and pedagogical guidelines for early education]. https://parvularia.mineduc.cl/wp-content/uploads/sites/34/2019/06/verbal-alta_c.pdf
Tatalović, S., Skočić, S., & Josipović, M. (2018). Early childhood educators’ personality and competencies for teaching children with disabilities as predictors of their professional burnout. Socijalna psihijatrija, 46(4), 390–405. https://doi.org/10.24869/spsih.2018.390
Torr, J. (2020). How “shared” is shared reading: Book-focused infant–educator interactions in long day-care centres. Journal of Early Childhood Literacy, 20(4), 815-838. https://doi.org/10.1177/1468798418792038
Treviño, E., Toledo, G., & Gempp, R. (2013). Calidad de la educación parvularia: las prácticas de clase y el camino a la mejora [Preschool education quality: Teacher practices and the path to improvement]. Pensamiento Educativo. Revista de Investigación Educacional Latinoamericana, 50(1), 40–62. https://doi.org/10.7764/PEL.50.1.2013.4
Unal, M., & Kurt, G. (2018). Socioeconomic profile of early childhood education preservice teachers. Eurasian Journal of Educational Research, 74, 61–80. https://doi.org/10.14689/ejer.2018.74.4
Yao, B., Keitel, A., Bruce, G., Scott, G.G., O'Donnell, P., & Sereno, S.C. (2018) Differential emotional processing in concrete and abstract words. Journal of Experimental Psychology: Learning, Memory, and Cognition, 44(7), 1–38. https://doi.org/10.1037/xlm0000464
Descargas
-
HTML
-
PDF
-
XMLINGLÉS 22
Visitas a la página del resumen del artículo: 1351
Publicado
2021-10-19Licencia
Derechos de autor 2021 Francisco José Lería Dulčić , Roxana Nora Acosta Peña, Patricia Ester Sasso Orellana
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.