Programa para la mejora de la sensibilidad (PMS) y habilidades de interacción del profesorado de Educación Infantil

  1. Barandiaran Arteaga, Alexander 1
  2. Muela Aparicio, Alexander 2
  3. López de Arana Prado, Elena 2
  4. Larrea Hermida, Iñaki 1
  5. Martínez Gorrotxategi, Agurtzane 1
  1. 1 Universidad de Mondragón/Mondragon Unibertsitatea
    info

    Universidad de Mondragón/Mondragon Unibertsitatea

    Mondragón, España

    ROR https://ror.org/00wvqgd19

  2. 2 Universidad del País Vasco UPV-EHU
Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X,  1699-2105

Year of publication: 2015

Volume: 33

Issue: 2

Pages: 281-302

Type: Article

DOI: 10.6018/J/233251 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación

Abstract

The relevance of professional development aimed at satisfying children’s developmental needs and guaranteeing quality education has achieved a great theoretical and empirical support. According to recent research, among the variables that influence early development care takers’ interaction skills are especially relevant. Furthermore, diverse meta-analysis suggest a type of training based on the analysis of practice through video-feedback. However, very few training programs have applied this methodology in Spain so far. That is why the objective of this study was to analyse the influence the training program for sensitivity improvement (SIP) has on the interaction skills of Infant Education educators. 14 care-takers participated in the research, divided into two groups. The experimental group (n =7), who were trained, and the comparison or control group (n =7). Results show that once the PMS training program had taken place, the educators showed greater sensitivity and verbal stimulation conducts. Besides, in comparison to the teachers who were not treated not undergo the treatment, they obtained higher scores in sensitivity and language stimulation. Despite the fact that the research should be replicated with a bigger sample in the future, the results obtained allow to state that PMS is a type of training that could be effective for Infant Education teachers’ educational practice.

Bibliographic References

  • Ainsworth, M. D. S., Bell, S. M. & Stayton, D. J. (1974). Infant-mother attachment and social development: Socializations as a product of reciprocal responsiveness to signals. En M. P. M. Richards (Ed.), The integration of a child into social world (pp.99-135). London: Cambridge University Press.
  • Ancheta, A. (2012). El derecho a la educación y atención de la primera infancia en la Europa actual. Educatio Siglo XXI, 30, 129-148.
  • Barandiaran, A., Muela, A., López de Arana, E., Larrea, I., & Vitoria, J. R. (2015). Conducta de exploración, bienestar emocional y calidad del cuidado en Educación Infantil. Anales de Psicología, 31, 570-578.
  • Bautista, A. (2013). Funciones del vídeo en la formación del profesorado para una educación intercultural. Educatio Siglo XXI, 31, 255-268.
  • Belsky, J. (2006). Effects of child development in the USA. In J. J. van Kuyk (Ed.) The quality of early childhood education (pp. 23-32). Arnheim: Cito.
  • Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81, 326-339.
  • Burchinal, M. R., Howes, C., Pianta, R., Bryant, D., Early, D., Cliffors, R., & Barbarin, B. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher-child interactions and instructions. Applied Developmental Science, 12, 140-153.
  • Burchinal, M. R., Roberts, J. E., Riggins, R., Zeisel, S. A., Neebe, E., & Bryant, D. (2000). Relating quality of center-based child care to early cognitive and language development longitudinally. Child Development, 71, 339-357.
  • Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. Nueva York: Basic Books. [Trad. cast. de M. Valcarce, El apego y la pérdida: Vol. 1. El apego. Barcelona: Paidós, 1998].
  • Calderón, A., & Martínez, D. (2014). La formación permanente del profesorado de educación física. Propuesta de enseñanza del modelo de educación deportiva. Revista de Educación, 363, 128-153.
  • Cañadas, I., Borges, A., Sánchez, A., & San Luis, C. (2000). Estudio de la potencia de los contrastes de medias con dos y tres grupos con tamaño de efecto pequeño y en condiciones de no normalidad y homo-heterocedasticidad. Psicothema, 12, 114-116.
  • Clarke-Stewart, A., & Allhusen, V. D. (2005). What we know about childcare. Cambridge, MA: Harvard University Press.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Lawrence Earlbaum Associates
  • De Kruif, R. E. L., Vermeer, H. J., Fukkink, R. G., Riksen-Walraven, J. M. A., Tavecchio, L. W. C., van Ijzendoorn, M. H., & van Zeijl, J. (2007). The national study on childcare quality: Final report project 0 and 1. Amsterdam: NCKO.
  • De Schipper, E. J., Riksen-Walraven, J. M., & Geurts, S. A. E. (2006). Effects of childcaregiver ratio on the interactions between caregivers and children in child-care centers: an experimental study. Child Development, 77, 861–874.
  • Elicker, J., Georgescu, O., & Bartsch, E. (2008). Increasing the sensitivity of infant toddler child care providers; applying the VIPP approach. In F. Juffer, M. J. Bakermans-Kranenburg y M. H. van IJzendoorn (Eds.), Promoting positive parenting: An attachmentbased intervention (pp. 155-170). Hillsdale, NJ: Lawrecne Erlbaum.
  • Fritz, C. O., Morris, P. E., & Richler, J. J. (2012). Effect size estimates: current use, calculations, and interpretation. Journal of Experimental Psychology, 141, 2-18.
  • Fukkink, R. G. (2008). Video feedback in widescreen: A meta-analylis of family programs. Clinical Psychology Review, 28, 904-916.
  • Fukkink, R. G., & Lont, A. (2007). Does training matter? A meta-analysis and review of caregiver training studies. Early Childhood Research Quarterly, 22, 294-311.
  • Fukkink, R. G., & Tavecchio, L. W. C. (2010). Effects of video Interaction Guidance on early childhood teachers. Teaching and Teacher Education, 26, 1652-1659.
  • Fukkink, R. G., Trienekens, N, & Kramer, J. C. (2011). Video feedback in education and training: putting learning in the picture. Educational Psychology Review, 23, 45-63.
  • García-Ruiz, R., & Castro, A. (2012). La formación permanente del profesorado basada en competencias. Estudio exploratorio de la percepción del profesorado de educación infantil y primaria. Educatio Siglo XXI, 30, 297-322.
  • González Calvo, G., & Barba, J. J. (2014). Formación permanente y desarrollo de la identidad reflexiva del profesorado desde las perspectivas grupal e individual. Profesorado. Revista de Currículum y Formación del Profesorado, 18, 397-411.
  • Han, H. S. (2014). Supporting early childhood teachers to promote children’s social competence: components for the best professional development practices. Early Childhood Education, 42, 171-179.
  • Hamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domainspecific elements of teacher-child interactions: associations with preschool children’s development. Child Development, 85, 1257-1274.
  • Howes, C., Burchinal,M., Pianta, R., Bryant, D., Early., D., Clifford, R., & Barbarin, O. (2008). Ready to learn? Children’s pre-academic achievement in pre-Kindergarden programs. Early Childhood Research Quarterly, 23, 27-50.
  • Imbermon, F. (1994) La formación y el desarrollo profesional del profesorado. Hacia una nueva cultura profesional. Grao: Barcelona.
  • Imbermón, F (2005). Vivencias de maestros y maestras. Compartir desde la práctica educativa. Grao: Barcelona.
  • Imbermón, F (2007) La formación permanente del profesorado. Nuevas ideas para formar en la innovación y en el cambio. Grao: Barcelona.
  • Juffer, F., Bakermans-Kranenburg, M. J., & van IJzendoorn, M. H. (2008). Promoting positive parenting: An attachment based intervention. Mahwah, NJ: Erlbaum.
  • Lera, M. J. (2007). Calidad en la Educación Infantil. Revista de Educación, 343, 301-323.
  • Manzanares, A., & Galván-Bovaira, M. J. (2012). La formación permanente del profesorado de Educación Infantil y primaria a través de los centros de profesores. Un modelo de evaluación. Revista de Educación, 359, 431-455.
  • Marcelo, C. (2009). La evaluación del desarrollo profesional docente: de la cantidad a la calidad. Revista Brasileira de Formação, 1, 43-70.
  • Marcelo, C. (2011). La profesión docente en momentos de cambio. ¿Qué nos dicen los informes internacionales? Participación Educativa, 16, 49-68.
  • Marcelo, C., & Vaillant, D. (2009). Desarrollo profesional docente ¿Cómo se aprende a enseñar? Madrid: Narcea.
  • Mashburn, A., Pianta, R., Hamre, B., Downer, J., Barbarin, O., Bryant, D., Burchinal, M., Early, D., & Howes, C. (2008). Measures of pre-k quality and children’s development of academic, language and social skills. Child Development, 79, 732-749.
  • NICHD Early Child Care Research Network (2000). Characteristics and quality of child care for toddlers and preschoolers. Applied Developmental Science, 3, 116–135.
  • NICHD Early Child Care Research Network, & Duncan, G. J. (2003). Modeling the impacts of child care quality on children’s preschool cognitive development. Child Development, 74, 1454-1475.
  • NICHD Early Child Care Research Network (2005). Child care and child development: Results from the NICHD Study of Early child Care and Youth Development. The Guildford Press: Nueva York.
  • Ochaita, E., & Espinosa, M. A. (2001). Los derechos de la infancia desde la perspectiva de las necesidades. Educatio Siglo XXI, 30, 25-46.
  • OECD (2012). Starting strong III. A quality toolbox for early childhood education and care. Paris: OECD Publications. Disponible en http://www.oecd.org/edu/school/startingstrongiii-aqualitytoolboxforearlychildhoodeducationandcare.htm (Consultado 5/02/2014).
  • OECD (2013). Education at a glance 2013. OECD indicators. Paris: OECD Publications. Disponible en http://www.oecd.org/edu/eag2013%20%28eng%29--FINAL%2020%20June%202013.pdf (Consultado 5/02/2014).
  • OECD (2014). Education policy outlook. Spain. Paris: OECD Publications. Disponible en http://www.oecd.org/edu/EDUCATION%20POLICY%20OUTLOOK%20SPAIN_EN.pdf (Consultado 20/05/2014).
  • Peisner-Feinberg, E. S., Burchinal, M. R., Clifford, R. M., Culkin, M. L., Howes, C., Kagan, S. L., & Yazejian, N. (2001). The relation of preschool child care quality to children’s cognitive and social developmental trajectories through second grade. Child Development, 72, 1534–1553.
  • Pérez Ferra, M. (2013). La actitud indagadora del profesor: un proceso para desarrollar competencias en los docentes. Profesorado. Revista de Currículum y Formación del Profesorado, 17, 58-72.
  • Phillips, D. A., & Lowenstein, A. E. (2011). Early care, education, and child development. Annual Review of Psychology, 62, 483-500.
  • Pianta, R. C., Mashburn, A. J., Downer, J. T., Hamre B. K., & Justice, L. (2008). Effects of web mediated professional development resources on teacher-child interactions in pre-kindergarden classrooms. Early Childhood Research Quarterly, 23, 431-451.
  • Pineda, P., Moreno. M. V., Úcar, J., & Belvis, E. (2008). Derecho a la calidad de la formación permanente en el sector de la Educación Infantil en España. Revista de Educación, 347, 101-126.
  • Orden ECI/3854/2007: verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Maestro en Educación Infantil. BOE, 312 (2007). Disponible en http://www.boe.es/boe/dias/2007/12/29/pdfs/A53735-53738.pdf (Consultado 31/04/2015).
  • Rodríguez-Martínez, C., & Díez, E. J. (2014). Conocimiento y competencias básicas en la formación inicial de maestras y maestros. Profesorado. Revista de Currículum y Formación del Profesorado, 18, 383-396.
  • Ruzek, E., Burchinal, M. R., Farkas, G., & Duncan, G. J. (2014). The quality of toddler child care and cognitive skills at 24 months: propensity score analysis results from the SCLS-B. Early Childhood Quarterly, 29, 12-21.
  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher-child relationships. Attachment y Human Development 14, 213-231.
  • Simó, S., & D’Ocon, A. (2011). La estructura temporal de la experiencia de sensibilidad maternal: su efecto sobre el desarrollo cognitivo y emocional infantil. Infancia y Aprendizaje, 34, 481-493
  • Spilt, J. L., Koomen, H. M. Y., Thijs, J. T., & van der Leij, A. (2012). Supporting teachers’ relationships with disruptive children: the potential of relationship-focused reflection. Attachment y Human Development 14, 305-318.
  • Tripp, T. R., & Rich, P. J. (2012). The influence of video analysis on the process of teacher change. Teaching and Teacher Education, 28, 728-739.
  • van Vonderen, A., Didden, R., & Beeking, F. (2012). Effectiveness of instruction and video feedback on staff’s trainer behavior during one-to-one training children with severe intellectual disability. Research in Developmental Disabilities, 31, 283-290.
  • Vandell, D. L., Belsky, J., Burchinal, M., Vandergrift, N., & Steinberg, L. (2010). Do effects of early child care extend to age 15 years? Results from the NICHD study of early child care and youth. Child Development, 81, 737-756.
  • Virmani, E. A., & Ontai, L. L. (2010). Supervision and training in child care: does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal, 31, 16-32.
  • Zabalza, M. A. (1996). Calidad en la Educación Infantil. Madrid: Narcea.
  • Zabalza, M. A., & Zabalza, M. A. (2011). La formación del profesorado de Educación Infantil. CEE Participación Educativa, 16, 103-113.
  • Zaslow, M., Anderson, R., Redd, Z. Wessel, J., Tarullo, L., & Burchinal, M. (2010). Quality Dosage, Thresholds, and Features in Early Childhood Settings: A Review of the Literature, OPRE 2011-5. Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation. Disponible en http://www.acf.hhs.gov/sites/default/files/opre/quality_review_0.pdf (Consultado 21/05/2014).
  • Zaslow, M., & Martinez-Beck, I. (2005). Critical issues in early childhood professional development. Baltimore: Brookes.
Data source: Dialnet