Educación infantil y calidad docente

Revisión de la literatura especializada

Autores/as

  • Julia Rodríguez-Carrillo Universidad de Córdoba
  • Rosario Mérida-Serrano Universidad de Córdoba
  • Mª Elena González Alfaya Universidad de Córdoba

DOI:

https://doi.org/10.37467/revhuman.v11.4027

Palabras clave:

Educación Infantil, Calidad docente, Identidad docente, Desarrollo profesional, Formación docente, Revisión de la literatura

Resumen

Es escasa la investigación sobre las competencias necesarias para educar eficazmente en los primeros años de vida, y sobre los factores que influyen en la adquisición de una identidad docente de calidad para trabajar en Educación Infantil (EI). Los resultados de la presente revisión integradora apuntan que (1) el profesorado excelente de EI atiende a la diversidad de su alumnado, (2) las comunidades de práctica contribuyen a la adquisición de una identidad docente excelente, y (3) ciertas deficiencias en los programas de formación docente y determinados factores contextuales obstaculizan un desempeño docente excelente.

Citas

Baker, M. (2019). Playing, Talking, Co-constructing: Exemplary Teaching for Young Dual Language Learners Across Program Types. Early Childhood Education Journal, 47(1), 115–130. https://doi.org/10.1007/s10643-018-0903-0

Banko-Bal, C., & Guler-Yildiz, T. (2021). An investigation of early childhood education teachers’ attitudes, behaviors, and views regarding the rights of the child. International Journal of Child Care and Education Policy, 15(1), 1–26. https://doi.org/10.1186/s40723-021-00083-9

Barton, E. E., Rigor, M. N., Pokorski, E. A., Velez, M., & Domingo, M. (2019). Using Text Messaging to Deliver Performance Feedback to Preservice Early Childhood Teachers. Topics in Early Childhood Special Education, 39(2), 88–102. https://doi.org/10.1177/0271121418800016

Björklund, C., Magnusson, M., & Palmér, H. (2018). Teachers’ involvement in children’s mathematizing: Beyond dichotomization between play and teaching. European Early Childhood Education Research Journal, 26(4), 469–480. https://doi.org/10.1080/1350293X.2018.1487162

Bleach, J. (2014). Developing professionalism through reflective practice and ongoing professional development. European Early Childhood Education Research Journal, 22(2), 185–197. https://doi.org/10.1080/1350293X.2014.883719

Breive, S. (2020). Student–teacher dialectic in the co-creation of a zone of proximal development: an example from kindergarten mathematics. European Early Childhood Education Research Journal, 28(3), 413–423. https://doi.org/10.1080/1350293X.2020.1755498

Broström, S., Sandberg, A., Johansson, I., Margetts, K., Nyland, B., Frøkjær, T., … Vrinioti, K. (2015). Preschool teachers’ views on children’s learning: An international perspective. Early Child Development and Care, 185(5), 824–847. https://doi.org/10.1080/03004430.2014.958483

Brown, A., & Inglis, S. (2013). So, what happens after the event? Exploring the realization of professional development with early childhood educators. Australasian Journal of Early Childhood, 38(1), 11–16. Retrieved from http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2015/09/AJEC1301.pdf

Brown, C. P., & Mowry, B. (2016). Using Testimonio to Bring Children’s Worlds Into a Standardized Teaching Context: An Example of Culturally Relevant Teaching in Early Childhood Education. Childhood Education, 92(4), 281–289. https://doi.org/10.1080/00094056.2016.1208006

Brown, C. P., & Weber, N. B. (2019). Bringing being into professional development: a qualitative investigation into teachers’ struggles moving beyond an epistemological framing of teaching and learning. Early Child Development and Care, 189(5), 763–776. https://doi.org/10.1080/03004430.2017.1343312

Canaslan-Akyar, B., & Sevimli-Celik, S. (2022). Playfulness of early childhood teachers and their views in supporting playfulness. Education 3-13, 50(1), 1–15. https://doi.org/10.1080/03004279.2021.1921824

Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43–51. Retrieved from http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2015/01/AJEC1203.pdf

Choi, J. Y., Horm, D., Jeon, S., & Ryu, D. (2019). Do Stability of Care and Teacher–Child Interaction Quality Predict Child Outcomes in Early Head Start? Early Education and Development, 30(3), 337–356. https://doi.org/10.1080/10409289.2018.1546096

Clark, M. (2019). Edges and Boundaries: Finding Community and Innovation as an Early Childhood Educator. Early Childhood Education Journal, 47(2), 153–162. https://doi.org/10.1007/s10643-018-0904-z

Clark, B. (2012). Minding the P’s: Passion in Professionalism in Early Childhood Education in Aotearoa New Zealand. Contemporary Issues in Early Childhood, 13(4), 344–347. https://doi.org/10.2304/ciec.2012.13.4.344

Commodari, E. (2013). Preschool teacher attachment, school readiness and risk of learning difficulties. Early Childhood Research Quarterly, 28(1), 123–133. https://doi.org/10.1016/J.ECRESQ.2012.03.004

Crawford, P. A., Roberts, S. K., & Zygouris-Coe, V. (2019). Addressing 21st-century crises through children’s literature: picturebooks as partners for teacher educators. Journal of Early Childhood Teacher Education, 40(1), 44–56. https://doi.org/10.1080/10901027.2019.1570401

Davis, E., Mackinnon, A., Corr, L., Sims, M., Harrison, L., Cook, K. … Waters, E. (2015). Building the capacity of family day care educators to promote children’s social and emotional well-being: Results of an exploratory cluster randomized – controlled trial. Australasian Journal of Early Childhood, 40(2), 57–68. Retrieved from: http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2017/07/AJEC-1502_conline_combined_lowres___.pdf

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

Delaney, K. K. (2018). Negotiating calendar time: ‘Best practices’ and teacher sense-making in a public pre-Kindergarten classroom. Journal of Early Childhood Teacher Education, 39(2), 150–168. https://doi.org/10.1080/10901027.2018.1441927

Dennis, L., & Horn, E. (2014). The effects of professional development on preschool teachers’ instructional behaviours during storybook reading. Early Child Development and Care, 184(8), 1160–1177. https://doi.org/10.1080/03004430.2013.853055

Devi, A., Fleer, M., & Li, L. (2018). ‘We set up a small world’: Preschool teachers’ involvement in children’s imaginative play. International Journal of Early Years Education, 26(3), 295–311. https://doi.org/10.1080/09669760.2018.1452720

Djonko-Moore, C. M. (2022). Diversity education and early childhood teachers’ motivation to remain in teaching: an exploration. Journal of Early Childhood Teacher Education, 43(1), 35–53. https://doi.org/10.1080/10901027.2020.1806151

Doğan, Ö., & Erdiller Yatmaz, Z. B. (2018). 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

Ebbeck, M., Yim, H. Y. B., & Wei, T. (2020). Preparing children for an uncertain future: the role of the early childhood teacher. Journal of Early Childhood Teacher Education, 41(3), 223–240. https://doi.org/10.1080/10901027.2019.1617808

Farquhar, S., & Tesar, M. (2016). Focus groups as temporal ecosystems for newly qualified early childhood teachers. Contemporary Issues in Early Childhood, 17(3), 261–274. https://doi.org/10.1177/1463949116660949

Gragg, S., & Collet, V. S. (2022). Joy in Collaboration: Developing Early Childhood Teacher Professionalism through Lesson Study. Journal of Research in Childhood Education, 36(2), 296–309.

Gregoriadis, A., Papandreou, M., & Birbili, M. (2018). Continuing professional development in the Greek early childhood education system. Early Years, 38(3), 271–285. https://doi.org/10.1080/09575146.2016.1265486

Guay, F., Stupnisky, R., Boivin, M., Japel, C., & Dionne, G. (2019). Teachers’ relatedness with students as a predictor of students’ intrinsic motivation, self-concept, and reading achievement. Early Childhood Research Quarterly, 48, 215–225. https://doi.org/10.1016/j.ecresq.2019.03.005

Guerra, P., & Figueroa, I. (2018). Action-research and early childhood teachers in Chile: analysis of a teacher professional development experience. Early Years, 38(4), 396–410. https://doi.org/10.1080/09575146.2017.1288088

Happo, I., Määttä, K., & Uusiautti, S. (2013). How do early childhood education teachers perceive their expertise? A qualitative study of child care providers in Lapland, Finland. Early Childhood Education Journal, 41(4), 273–281. https://doi.org/10.1007/s10643-012-0551-8

Hawkins, K. A. (2014). Looking forward, looking back: Framing the future for teaching for social justice in early childhood education. Australasian Journal of Early Childhood, 39(3), 121–128. Retrieved from http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2017/04/AJEC1403.pdf

Hegde, A. V., Averett, P., Parker White, C., & Deese, S. (2014). Examining preschool teachers’ attitudes, comfort, action orientation and preparation to work with children reared by gay and lesbian parents. Early Child Development and Care, 184(7), 963–976. https://doi.org/10.1080/03004430.2013.845563

Hoang, N., Holopainen, L., & Siekkinen, M. (2018). Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens. International Journal of Early Years Education, 26(4), 387–402. https://doi.org/10.1080/09669760.2018.1478281

Hollingsworth, H. L., Knight-McKenna, M., & Bryan, R. (2016). Policy and advocacy concepts and processes: Innovative content in early childhood teacher education. Early Child Development and Care, 186(10), 1664–1674. https://doi.org/10.1080/03004430.2015.1121252

Hollingsworth, H. L., & Vandermaas-Peeler, M. (2017). ‘Almost everything we do includes inquiry’: Fostering inquiry-based teaching and learning with preschool teachers. Early Child Development and Care, 187(1), 152–167. https://doi.org/10.1080/03004430.2016.1154049

Hollingsworth, H. L., & Winter, M. K. (2013). Teacher beliefs and practices relating to development in preschool: Importance placed on social–emotional behaviours and skills. Early Child Development and Care, 183(12), 1758–1781. https://doi.org/10.1080/03004430.2012.759567

Hou, Y. J., & Hsieh, M. F. (2019). Helping parents reexamine children’s emergent writing performance through parent–teacher portfolio sharing conferences. Australasian Journal of Early Childhood, 44(4), 378–391. https://doi.org/10.1177/1836939119870924

Houen, S., Danby, S., Farrell, A., & Thorpe, K. (2016). Creating Spaces for Children’s Agency: ‘I wonder…’ Formulations in Teacher–Child Interactions. International Journal of Early Childhood, 48(3), 259–276. https://doi.org/10.1007/s13158-016-0170-4

Howes, C., Fuligni, A. S., Hong, S. S., Huang, Y. D., & Lara-Cinisomo, S. (2013). The preschool instructional context and child–teacher relationships. Early Education & Development, 24(3), 273–291. https://doi.org/10.1080/10409289.2011.649664

Hu, B. Y., Wu, Z., Winsler, A., Wu, Y., & Fan, X. (2021). Teacher–child Interaction and Preschoolers’ Learning Behavior in China: A Piecewise Growth Model. Early Education and Development, 32(5), 677–694. https://doi.org/10.1080/10409289.2020.1798719

Hu, B. Y., Fan, X., Wu, Y., LoCasale-Crouch, J., & Song, Z. (2019a). Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years. Early Education and Development, 30(2), 159–177. https://doi.org/10.1080/10409289.2018.1544809

Hu, J., Torr, J., Degotardi, S., & Han, F. (2019b). Educators’ use of commanding language to direct infants’ behaviour: relationship to educators’ qualifications and implications for language learning opportunities. Early Years, 39(2), 190–204. https://doi.org/10.1080/09575146.2017.1368008

Hu, B. Y., Zhou, Y., Chen, L., Fan, X., & Winsler, A. (2017). Preschool expenditures and Chinese children’s academic performance: The mediating effect of teacher-child interaction quality. Early Childhood Research Quarterly, 41, 37–49. https://doi.org/10.1016/J.ECRESQ.2017.05.002

Hu, B. Y., Xitao, F., Li, K., & Leng Ieong, S. S. (2015). Why is group teaching so important to Chinese children’s development? Australasian Journal of Early Childhood, 40(1), 4–13. Retrieved from http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2017/05/AJEC1501_.pdf

Ikegami, K., & Agbenyega, J. S. (2014). Exploring educators’ perspectives: How does learning through “happiness” promote early childhood education? Australasian Journal of Early Childhood, 39(3), 46–57. Retrieved from http://www.earlychildhoodaustralia.org.au/wpcontent/uploads/2017/04/AJEC1403.pdf

Ivrendi, A. (2020). Early childhood teachers’ roles in free play. Early Years, 40(3), 273–286. https://doi.org/10.1080/09575146.2017.1403416

Jambunathan, S., Jayaraman, J. D., & Adesanya, R. (2022). Comparison of beliefs about classroom ethical practices among early childhood teachers in India and the USA: an exploratory study. Education 3-13, 50(2), 197–210. https://doi.org/10.1080/03004279.2020.1841812

Jeon, H. J., Kwon, K. A., Walsh, B., Burnham, M. M., & Choi, Y. J. (2019). Relations of Early Childhood Education Teachers’ Depressive Symptoms, Job-Related Stress, and Professional Motivation to Beliefs About Children and Teaching Practices. Early Education and Development, 30(1), 131–144. https://doi.org/10.1080/10409289.2018.1539822

Jones, J. C., Hampshire, P. K., & McDonnell, A. P. (2020). Authentically Preparing Early Childhood Special Education Teachers to Partner with Families. Early Childhood Education Journal, 48(6), 767–779. https://doi.org/10.1007/S10643-020-01035-7/TABLES/6

Jung, J., & Recchia, S. (2013). Scaffolding infants’ play through empowering and individualizing teaching practices. Early Education & Development, 24(6), 829–850. https://doi.org/10.1080/10409289.2013.744683

Kang, E. J. (2020). A multilevel analysis of factors affecting kindergartners’ creative dispositions in relations to child-level variables and teacher-level variables. International Journal of Child Care and Education Policy, 14(1), 1–17. https://doi.org/10.1186/s40723-020-00077-z

Karjalainen, S., Hanhimäki, E., & Puroila, A. M. (2019). Dialogues of Joy: Shared Moments of Joy Between Teachers and Children in Early Childhood Education Settings. International Journal of Early Childhood, 51(2), 129–143. https://doi.org/10.1007/s13158-019-00244-5

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

Kinkead-Clark, Z. (2018). What does it take to be successful in the classroom? The views of ‘experienced’ Caribbean early childhood teachers. Early Child Development and Care, 188(9), 1260–1270. https://doi.org/10.1080/03004430.2017.1336167

Kintner-Duffy, V. L., Scott-Little, C., & Smith, N. (2022). “I’m gonna teach them all the same way”: teachers’ beliefs about, experiences of, and classroom practices with children of color. Journal of Early Childhood Teacher Education, 43(1), 127–147. https://doi.org/10.1080/10901027.2021.1902433

Klaar, S., & Öhman, J. (2014). Doing, knowing, caring and feeling: Exploring relations between nature-oriented teaching and preschool children’s learning. International Journal of Early Years Education, 22(1), 37–58. https://doi.org/10.1080/09669760.2013.809655

Koivula, M., Gregoriadis, A., Rautamies, E., & Grammatikopoulos, V. (2019). Finnish and Greek early childhood teachers’ perspectives and practices in supporting children’s autonomy. Early Child Development and Care, 189(6), 990–1003. https://doi.org/10.1080/03004430.2017.1359583

Lipscomb, S. T., Chandler, K. D., Abshire, C., Jaramillo, J., & Kothari, B. (2022). Early Childhood Teachers’ Self-efficacy and Professional Support Predict Work Engagement. Early Childhood Education Journal, 50(4), 675–685. https://doi.org/10.1007/s10643-021-01182-5

Loizou, E., Michaelides, A., & Georgiou, A. (2019). Early childhood teacher involvement in children’s socio-dramatic play: creative drama as a scaffolding tool. Early Child Development and Care, 189(4), 600–612. https://doi.org/10.1080/03004430.2017.1336165

Luo, L., Snyder, P., Huggins-Manley, A. C., Conroy, M., & Hong, X. (2021). Chinese Preschool Teachers’ Implementation of Practices to Support Young Children’s Social-Emotional Competence. Early Education and Development, 32(8), 1083–1102. https://doi.org/10.1080/10409289.2020.1841594

Nakamichi, K., Takahashi, M., Sunagami, F., & Iwata, M. (2022). The relationship between child-centered teaching attitudes in childcare centers and the socio-emotional development of Japanese toddlers. Early Childhood Research Quarterly, 59, 162–171. https://doi.org/10.1016/j.ecresq.2021.11.014

Naqvi, R., McKeough, A., Thorne, K., & Pfitscher, C. (2013). Dual-language books as an emergent-literacy resource: Culturally and linguistically responsive teaching and learning. Journal of Early Childhood Literacy, 13(4), 501–528. https://doi.org/10.1177/1468798412442886

Ng, S. C., & Bull, R. (2018). Facilitating Social Emotional Learning in Kindergarten Classrooms: Situational Factors and Teachers’ Strategies. International Journal of Early Childhood, 50(3), 335–352. https://doi.org/10.1007/s13158-018-0225-9

Mackey, G., & de Vocht-van Alphen, L. (2016). Teachers Explore How to Support Young Children’s Agency for Social Justice. International Journal of Early Childhood, 48(3), 353–367. https://doi.org/10.1007/s13158-016-0175-z

Mahony, L., Lunn, J., Petriwskyj, A., & Walsh, K. (2015). The decision-making processes of early childhood teachers when working with children experiencing parental separation and divorce. Early Child Development and Care, 185(7), 1088–1108. https://doi.org/10.1080/03004430.2014.980405

McLeod, R. H., Kim, S., & Resua, K. A. (2019). The Effects of Coaching With Video and Email Feedback on Preservice Teachers’ Use of Recommended Practices. Topics in Early Childhood Special Education, 38(4), 192–203. https://doi.org/10.1177/0271121418763531

McNally, S. A., & Slutsky, R. (2017). Key elements of the Reggio Emilia approach and how they are interconnected to create the highly regarded system of early childhood education. Early Child Development and Care, 187(12), 1925–1937. https://doi.org/10.1080/03004430.2016.1197920

Moen, A. L., Sheridan, S. M., Schumacher, R. E., & Cheng, K. C. (2019). Early Childhood Student–Teacher Relationships: What is the Role of Classroom Climate for Children Who are Disadvantaged? Early Childhood Education Journal, 47(3), 331–341. https://doi.org/10.1007/s10643-019-00931-x

Mohamed, A. H. H., & Al-Qaryouti, I. A. (2016). The association between preschool teachers’ beliefs and practices about developmentally appropriate practices. Early Child Development and Care, 186(12), 1972–1982. https://doi.org/10.1080/03004430.2016.1146260

Morris, C. A. S., Denham, S. A., Bassett, H. H., & Curby, T. W. (2013). Relations among teachers’ emotion socialization beliefs and practices, and preschoolers’ emotional competence. Early Education and Development, 24(7), 979–999. https://doi.org/10.1080/10409289.2013.825186

Morrisey, A-M., & Nolan, A. (2015). Just another meeting? Investigating mentoring for early childhood teachers in Victoria. Australasian Journal of Early Childhood, 40(2), 40–48. Retrieved from: http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2017/07/AJEC-1502_conline_combined_lowres___.pdf

Munchan, L., & Agbenyega, J. (2020). Exploring early childhood educators’ experiences of teaching young children with disability. Australasian Journal of Early Childhood, 45(3), 280–291. https://doi.org/10.1177/1836939120944635

Õun, T., Tuul, M., Tera, S., Sagen, K., & Mägi, H. (2018). The relationship between quality of pre-school child care institutions and teachers’ teaching approach. Early Child Development and Care, 188(5), 542–556. https://doi.org/10.1080/03004430.2018.1445729

Papadopoulou, K., Tsermidou, L., Dimitrakaki, C., Agapidaki, E., Oikonomidou, D., Petanidou, D., … Giannakopoulos, G. (2014). A qualitative study of early childhood educators’ beliefs and practices regarding children’s socioemotional development. Early Child Development and Care, 184(12), 1843–1860. https://doi.org/10.1080/03004430.2014.889693

Park, S., Wee, S-J., & Yang, S. (2014). Are we experts? Perspectives of Korean teachers on their careers in infant and toddler care. Australasian Journal of Early Childhood, 39(1), 56–65. Retrieved from http://www.earlychildhoodaustralia.org.au/wp-content/uploads/2016/08/AJEC1401.pdf

Peeters, J., & Sharmahd, N. (2014). Professional development for ECEC practitioners with responsibilities for children at risk: Which competences and in-service training are needed? European Early Childhood Education Research Journal, 22(3), 412–424. https://doi.org/10.1080/1350293X.2014.912903

Phillips, D. A., Hutchison, J., Martin, A., Castle, S., & Johnson, A. D. (2022). First do no harm: How teachers support or undermine children’s self-regulation. Early Childhood Research Quarterly, 59, 172–185. https://doi.org/10.1016/j.ecresq.2021.12.001

Pinchover, S., & Shulman, C. (2019). Behavioural problems and playfulness of young children with ASD: the moderating role of a teacher’s emotional availability. Early Child Development and Care, 189(14), 2252–2264. https://doi.org/10.1080/03004430.2018.1447934

Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social-emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11–24. https://doi.org/10.20489/intjecse.454103

Recchia, S. L., & Shin, M. (2012). In and out of synch: Infant childcare teachers’ adaptations to infants’ developmental changes. Early Child Development and Care, 182(12), 1545–1562. https://doi.org/10.1080/03004430.2011.630075

Redder, B., & White, E. J. (2017). Implicating teachers in infant–peer relationships: Teacher answerability through alteric acts. Contemporary Issues in Early Childhood, 18(4), 422–433. https://doi.org/10.1177/1463949117742782

Ribaeus, K., Enochsson, A. B., & Löfdahl Hultman, A. (2022). Student teachers’ professional development: early practice and horizontal networks as ways to bridge the theory-practice gap. Journal of Early Childhood Teacher Education, 43(1), 2–16. https://doi.org/10.1080/10901027.2020.1797956

Rodríguez-Carrillo, J., Mérida-Serrano, R., & González-Alfaya, M. E. (2020). ‘A teacher’s hug can make you feel better’: listening to U.S. children’s voices on high-quality early childhood teaching. European Early Childhood Education Research Journal, 28(4), 504–518. https://doi.org/10.1080/1350293X.2020.1783925

Şahin-Sak, İ. T., Tantekin-Erden, F., & Pollard-Durodola, S. (2018). Turkish preschool teachers’ beliefs and practices related to two dimensions of developmentally appropriate classroom management*. Education 3-13, 46(1), 102–116. https://doi.org/10.1080/03004279.2016.1194447

Sak, R., Erden, F. T., & Morrison, G. S. (2016). Child-centred education: Preschool teachers’ beliefs and self-reported practices. Early Child Development and Care, 186(8), 1185–1202. https://doi.org/10.1080/03004430.2015.1081185

Salminen, J., Hännikäinen, M., Poikonen, P.-L., & Rasku-Puttonen, H. (2014). Teachers’ contribution to the social life in Finnish preschool classrooms during structured learning sessions. Early Child Development and Care, 184(3), 416–433. https://doi.org/10.1080/03004430.2013.793182

Sanders-Smith, S. C., Smith-Bonahue, T. M., Cordoba, T. E., & Soutullo, O. R. (2019). Shifting perspectives: preservice teacher preparation in family engagement. Journal of Early Childhood Teacher Education, 40(3), 221–237. https://doi.org/10.1080/10901027.2018.1557765

Sandilos, L. E., Cycyk, L. M., Scheffner Hammer, C., Sawyer, B. E., López, L., & Blair, C. (2015). Depression, control, and climate: An examination of factors impacting teaching quality in preschool classrooms. Early Education and Development, 26(8), 1111–1127. https://doi.org/10.1080/10409289.2015.1027624

Scherr, M., & Johnson, T. G. (2019). The construction of preschool teacher identity in the public school context. Early Child Development and Care, 189(3), 405–415. https://doi.org/10.1080/03004430.2017.1324435

Schriever, V. (2021). Early childhood teachers’ perceptions and management of parental concerns about their child’s digital technology use in kindergarten. Journal of Early Childhood Research, 19(4), 487–499. https://doi.org/10.1177/1476718X211030315

Shannon, D. K., Snyder, P. A., Hemmeter, M. L., & McLean, M. (2021). Exploring Coach–Teacher Interactions Within a Practice-Based Coaching Partnership. Topics in Early Childhood Special Education, 40(4), 229–240. https://doi.org/10.1177/0271121420910799

Shin, M. (2015). Enacting caring pedagogy in the infant classroom. Early Child Development and Care, 185(3), 496–508. https://doi.org/10.1080/03004430.2014.940929

Sigurdardottir, I., Williams, P., & Einarsdottir, J. (2019). Preschool teachers communicating values to children. International Journal of Early Years Education, 27(2), 170–183. https://doi.org/10.1080/09669760.2019.1602516

Sönmez, S., & Betül Kolaşınlı, I. (2021). The effect of preschool teachers’ stress states on classroom climate. Education 3-13, 49(2), 190–202. https://doi.org/10.1080/03004279.2019.1709528

Souto-Manning, M., & Melvin, S. A. (2022). Early Childhood Teachers of Color in New York City: heightened stress, lower quality of life, declining health, and compromised sleep amidst COVID-19. Early Childhood Research Quarterly, 60, 34–48. https://doi.org/10.1016/j.ecresq.2021.11.005

Strasser, K., Darricades, M., Mendive, S., & Barra, G. (2018). Instructional activities and the quality of language in Chilean preschool classrooms. Early Education and Development, 29(3), 357–378. https://doi.org/10.1080/10409289.2018.1429765

van Schaik, S. D. M., Leseman, P. P. M., & Huijbregts, S. K. (2014). Cultural diversity in teachers’ group-centered beliefs and practices in early childcare. Early Childhood Research Quarterly, 29(3), 369–377. https://doi.org/10.1016/J.ECRESQ.2014.04.007

Visković, I., & Višnjić Jevtić, A. (2018). Professional development of kindergarten teachers in Croatia: A personal choice or an obligation. Early Years, 38(3), 286–297. https://doi.org/10.1080/09575146.2017.1278747

Visković, I., & Višnjić Jevtić, A. (2017). Development of professional teacher competences for cooperation with parents. Early Child Development and Care, 187(10), 1569–1582. https://doi.org/10.1080/03004430.2017.1299145

Vujičić, L., & Čamber Tambolaš, A. (2017). Professional development of preschool teachers and changing the culture of the institution of early education. Early Child Development and Care, 187(10), 1583–1595. https://doi.org/10.1080/03004430.2017.1317763

Varghese, C., Vernon-Feagans, L., & Bratsch-Hines, M. (2019). Associations between teacher–child relationships, children’s literacy achievement, and social competencies for struggling and non-struggling readers in early elementary school. Early Childhood Research Quarterly, 47, 124–133. https://doi.org/10.1016/j.ecresq.2018.09.005

Wagner, C. J. (2021). Online Teacher Inquiry as a Professional Learning Model for Multilingual Early Childhood Educators. Early Childhood Education Journal, 49(2), 185–196. https://doi.org/10.1007/s10643-020-01060-6

Walan, S., & Enochsson, A. B. (2019). The potential of using a combination of storytelling and drama, when teaching young children science. European Early Childhood Education Research Journal, 27(6), 821–836. https://doi.org/10.1080/1350293X.2019.1678923

Wang, X. C., Choi, Y., Benson, K., Eggleston, C., & Weber, D. (2021). Teacher’s Role in Fostering Preschoolers’ Computational Thinking: An Exploratory Case Study. Early Education and Development. Routledge. https://doi.org/10.1080/10409289.2020.1759012

Wang, L., Dang, R., Bai, Y., Zhang, S., Liu, B., Zheng, L., … Song, C. (2020). Teacher qualifications and development outcomes of preschool children in rural China. Early Childhood Research Quarterly, 53, 355–369. https://doi.org/10.1016/j.ecresq.2020.05.015

White, K. M. (2020). Building strong teacher–child relationships in today’s kindergarten classroom: Focusing on opportunities versus obstacles. Journal of Early Childhood Research, 18(3), 275–286. https://doi.org/10.1177/1476718X20938092

Yin, H., Keung, C. P. C., & Tam, W. W. Y. (2022). What Facilitates Kindergarten Teachers’ Intentions to Implement Play-Based Learning? Early Childhood Education Journal, 50(4), 555–566. https://doi.org/10.1007/s10643-021-01176-3

Yumuş, M., & Bayhan, P. (2017). Early childhood behavioural problems in Turkey: Teachers’ views, challenges and coping strategies. Early Child Development and Care, 187(12), 1833–1843. https://doi.org/10.1080/03004430.2016.1199552

Zachrisen, B. (2016). The Contribution of Different Patterns of Teachers’ Interactions to Young Children’s Experiences of Democratic Values During Play. International Journal of Early Childhood, 48(2), 179–192. https://doi.org/10.1007/s13158-016-0166-0

Zinsser, K. M., Denham, S. A., Curby, T. W., & Shewark, E. A. (2015). “Practice what you preach”: Teachers’ perceptions of emotional competence and emotionally supportive classroom practices. Early Education and Development, 26(7), 899–919. https://doi.org/10.1080/10409289.2015.1009320

Other references

Barber, M., & Mourshed, M. (2007). How the world’s best performing schools come out on top. London: McKinsey and Company.

Chen, J., Brown, G. T. L., Hattie, J. A. C., & Millward, P. (2012). Teachers’ conceptions of excellent teaching and its relationships to self-reported teaching practices. Teaching and Teacher Education, 28(7), 936–947. https://doi.org/10.1016/J.TATE.2012.04.006

Fernet, C., Trépanier, S.-G., Austin, S., & Levesque-Côté, J. (2016). Committed, inspiring, and healthy teachers: How do school environment and motivational factors facilitate optimal functioning at career start? Teaching and Teacher Education, 59, 481–491. https://doi.org/10.1016/J.TATE.2016.07.019

Georgeson, J., & Campbell-Barr, V. (2015). Attitudes and the early years workforce. Early Years, 35(4), 321–332. https://doi.org/10.1080/09575146.2015.1111688

Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x

Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961–968. https://doi.org/10.1016/J.TATE.2011.03.008

Heckman, J. (2017). The Heckman Curve. Retrieved from https://heckmanequation.org/resource/the-heckman-curve/

Hopkins, D., & Stern, D. (1996). Quality teachers, quality schools: International perspectives and policy implications. Teaching and Teacher Education, 12(5), 501–517. https://doi.org/10.1016/0742-051X(95)00055-O

Knight, S. L., Lloyd, G. M., Arbaugh, F., Gamson, D., McDonald, S. P., Nolan, J., & Whitney, A. E. (2015). Reconceptualizing Teacher Quality to Inform Preservice and Inservice Professional Development. Journal of Teacher Education, 66(2), 105–108. https://doi.org/10.1177/0022487115570564

Lamorey, S., & Wilcox, M. J. (2005). Early intervention practitioners’ self-efficacy: A measure and its applications.

Early Childhood Research Quarterly, 20(1), 69–84. https://doi.org/10.1016/J.ECRESQ.2005.01.003

OECD (2005). Teachers matter: Attracting, developing and retaining effective teachers. Education and Training Policy. Paris: OECD Publishing. https://doi.org/10.1787/19901496

Petticrew, M., & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Blackwell Pub.

Rekalidou, G., & Panitsides, E. A. (2015). What does it take to be a “successful teacher”? Universities’ role in preparing the future early-years workforce. Early Years, 35(4), 333–350. https://doi.org/10.1080/09575146.2015.1080231

Rodríguez-Carrillo, J., González-Alfaya, M.E., Mérida-Serrano, R., y Olivares-García, M.A. (2019). Aulas infantiles que trabajan por Proyectos. La interacción social entre iguales como herramienta de aprendizaje. Revista Complutense de Educación, 30(1), 185-203. http://dx.doi.org/10.5209/RCED.56076

Schweinhart, L. J., & Fulcher-Dawson, R. (2009). Early childhood education. In G. Sykes, B. Schneider, & D. N. Plank (Eds.), Handbook of Education Policy Research (pp. 876–888). New York, NY: Routledge.

Witte, T. C. H., & Jansen, E. P. W. A. (2016). Students’ voice on literature teacher excellence. Towards a teacher-organized model of continuing professional development. Teaching and Teacher Education, 56, 162–172. https://doi.org/10.1016/J.TATE.2016.02.010

Xiao, Y., & Watson, M. (2017). Guidance on conducting a systematic literature review. Journal of Planning Education and Research, 0739456X1772397. https://doi.org/10.1177/0739456X17723971

Descargas

Publicado

2022-12-15

Cómo citar

Rodríguez-Carrillo, J., Mérida-Serrano, R. ., & González Alfaya, M. E. (2022). Educación infantil y calidad docente: Revisión de la literatura especializada. HUMAN REVIEW. International Humanities Review Revista Internacional De Humanidades, 13(2), 1–19. https://doi.org/10.37467/revhuman.v11.4027

Número

Vol. 13 Núm. 2 (2022): Monográfico: "Nuevos lenguajes docentes"

Sección

Artículos de investigación (monográfico)

Licencia

Aquellos autores/as que publiquen con esta revista, aceptan los términos siguientes:

  1. Los autores/as conservarán los derechos morales sobre la obra y cederán a la revista los derechos comerciales.
  2. Transcurrido 1 año desde su publicación, la versión del editor pasará a estar en acceso abierto en la web de la editorial, pero la revista mantendrá el copyright de la obra.
  3. En el caso de que los autores deseen asignar una licencia abierta Creative Commons (CC), podrán solicitarla escribiendo a publishing@eagora.org.