Core practices that promote learning in early childhood education: A Multiple Case Study

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Tatiana M, López- Jiménez , Deydi K. Saballa- Pavez, y César H. Peña-Sandoval

Abstract

The objective of the study is to characterize core practices implemented by excellent early childhood
educators in early childhood education classrooms. Through an exploratory and multiple case study, 18
video recordings of instructional activities carried out by the educators with children between 4 and 6 years
of age were collected. The activities were analyzed using a mixed category system. Thirteen core practices
that the educators implemented for the optimal development of the instructional process were identified,
among which the following stand out: anticipating the task, posing and providing meanings, and making
approximations to daily life. The total number of practices identified are characterized by preserving the
comprehensiveness and complexity of the teaching process at the early childhood education. The
characterization of these practices offers orientations for the improvement of educational practice, as well as
guidelines to strengthen the initial and continuous training of educators.

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