Características y capacidad de respuesta lingüística del habla afectiva de los educadores de párvulos al interior de la sala de clases

Francisco José Leria Dulcic; Patricia Ester Sasso Orellana; Roxana Nora Acosta Peña

doi:10.12795/revistafuentes.2021.12943

Authors

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

DOI:

https://doi.org/10.12795/revistafuentes.2021.12943

Keywords:

Language behavior, early childhood education, preschool children, teachers’ skills, educational quality, language instruction, emotions, literacy workers. Comportamiento del lenguaje, educación de la primera infancia, niños de preescolar, habilidades de l

Abstract

Cada vez más atención se está entregando a las habilidades lingüísticas de los educadores de párvulos debido a su reconocido rol en la enseñanza y el aprendizaje, por medio de una pluralidad de contenidos que son transmitidos a los párvulos. No obstante, un moderado interés se ha dedicado al estudio de estas habilidades cuando están asociadas al dominio afectivo en la interacción entre los párvulos y sus educadoras. Por lo tanto, este estudio identifica nodos del uso característico, significados y producidos por estos profesionales y asociados el dominio afectivo, para luego acceder a su grado de en las interacciones comunicacionales con los niños y niñas en edad preescolar. A través de un diseño transversal mixto, veinte educadoras de párvulos proporcionaron un alto número de grabaciones mientras se desempañan en su ambiente regular de trabajo, para identificar que evocan y/o poseen una connotación afectiva. Los hallazgos sugieren 8 nodos diferenciales con connotación afectiva: Emociones positivas / Emociones negativas; Procesos de enseñanza /Procesos de aprendizaje; Expresión, distinción, intercambio y/o inhibición de las emociones; Emociones antes, durante y después del comportamiento; Llamados de atención, advertencias, reproches y elogios; Tocar y el cuerpo; , y lingüística; y las propias emociones de las educadoras de párvulos. La lingüística fue identificada por mediante un procedimiento secuencial , que muestra el habla afectiva de las educadoras de párvulos se limita principalmente a notar las experiencias emocionales de los párvulos. Se discute brevemente el alcance de estos hallazgos, considerando futuros estudios así como su contribución a los procesos formativos de las educadoras de párvulos en educación superior.

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