Influencia de la calidad estructural del ambiente de preescolar sobre el rol docente
Recolector de datos
Tipo de Material
Título de serie/ reporte/ volumen/ colección
Es Parte de
An article derived from the research project Validation of an intervention program based on mindfulness for the development of sensitivity in early childhood teachers is presented, financed through an internal call by Universidad de Ibagué with the code 19-491-INT. The main purpose of this project was to evaluate the effectiveness of a pilot intervention program based on mindfulness for the development of sensitivity in preschool teachers. Therefore, this article presents a general theoretical review regarding the concept of structural quality of the environment and its influence on the teacher’s role in the preschool classroom. The results of the theory review enable to confirm that structural quality has a significant relationship with the quality of the interactions that the teacher establishes with the children. It is suggested to increase the number of studies in Colombia and, specifically in Ibagué, that address evaluation processes with validated instruments such as the Early Childhood Environment Rating Scale (ECERS-R) (Harms, Clifford & Cryer, 1998) to be a guiding framework, especially at the preschool level, since it is well known that the experiences that children have during their early years will be essential for their integral development.