Este estudio aborda las propuestas didácticas que las escuelas infantiles llevaron a cabo durante el contexto de la pandemia, tomando específicamente el juego y la forma en que los docentes los presentaban en las redes sociales. Con base en una metodología cualitativa (STRAUSS; CORBIN, 2002), se analizan intensamente las publicaciones realizadas entre mayo y octubre de 2021 en cuatro escuelas ubicadas en diferentes barrios del Área Metropolitana de Buenos Aires (AMBA). Los resultados muestran que las escuelas elaboran publicaciones con diferentes objetivos y contenidos. El número de puestos sobre actividades recreativas difiere según el “grado de formalización” de las instituciones (SIRVENT, 2008). Específicamente, las publicaciones sobre juegos, se caracterizan por presentar diferentes tipos de actividades lúdicas y formas de enseñanza y orientación a las familias por parte de los docentes. Los datos aportan evidencia sobre los aspectos a tener en cuenta para promover la inclusión genuina del juego (SARLÉ, 2017) y el lugar que ocupa la escuela para enriquecer la experiencia y potenciar la posibilidad de jugar.

This article presents a quality analysis on early childhood education (ECE), built on a case study about curriculum decision-making. The study considered four scenarios of discussion regarding the concept of quality: (1) universal and cultural values of the concept that goes through the teaching process; (2) associations between quality and available structural factors; (3) discussion on the selection of academic or developmental contents; (4) pedagogical decisions applied to practical classroom teaching. Results describe decisions that are conditioned by local regulatory gaps (territorial, institutional, curricular, teacher training, and governance), with naturalized, cultural approaches to overcoming teaching challenges. Structural factors present a diverse range of conditions that can be associated to pedagogical autonomy of early childhood education. When considering the federal curriculum program, decision-making is more oriented towards early childhood developmental contents than academic skills, which are considered in different types of pedagogical decisions, and mostly focused in the central activity of the school day. These “collection of activities”, in the majority of cases, are not linked to learning goals or common topics. Spontaneous and reflexive decisions that organize teacher interventions and children interaction are not recorded or conceptualize by teachers, although they can be observed in class. A reduced number of good practices were pertinent, in terms of contents, learning goals and knowledge about the group of children, records for self-observation, based on teachers’ individual decisions.

En este trabajo se analiza la calidad en la educación infantil, a partir del estudio de las decisiones que toman los educadores sobre la organización y planificación de la enseñanza en salas de 4 y 5 años de Nivel Inicial. El análisis contempló cuatro escenarios de discusión sobre calidad configurados a partir de antecedentes que polarizan entre sí: (1) aspectos culturales del concepto de calidad que atraviesan la enseñanza, (2) relaciones entre calidad y factores estructurales disponibles, (3) la selección de contenidos entre aquellos académicos y de desarrollo infantil y (4) las decisiones pedagógicas de organización de la enseñanza y sus distancias con modelos curriculares y criterios de calidad. Los resultados describen decisiones condicionadas por vacíos normativos locales (institucionales, curriculares, formativos y de gobernanza) que plantean formas culturales naturalizadas de resolver desafíos de la práctica. Los factores estructurales presentan diversidad de condiciones que se relacionan con la autonomía pedagógica del nivel inicial. Las decisiones que toman las docentes se orientan preferentemente más hacia contenidos de desarrollo infantil que a disciplinas académicas, considerando la norma curricular y su concreción en la “actividad central” de la jornada escolar. Estas se presentan, en la mayoría de casos, como una “colección de actividades” no vinculadas a objetivos de aprendizaje o temas comunes. Las decisiones espontáneas o reflexivas que organizan intervenciones docentes e interacciones entre los niños, no son documentadas o conceptualizadas, pero sí son observables en el aula. Un número de buenas prácticas, presentan criterios de relevancia en objetivos de aprendizaje y conocimiento del grupo, y pertinencia cultural basada en decisiones individuales de las educadoras.

En la educación infantil, el juego siempre ha tenido un lugar preponderante en el discurso pedagógico. Sin embargo, en las prácticas se lo observa como un aspecto secundario que va perdiendo fuerza en la medida en que el niño crece. Se enuncia su valor educativo y la necesidad de pensar la enseñanza en base al jugar, pero se sigue considerando que el juego es algo espontáneo en el niño, que surge naturalmente. Un territorio en el cual, el educador no puede ingresar sin tergiversarlo. Por esto, la intención de este trabajo es poner en discusión la metáfora del juego como “bisagra”. Al utilizar esta metáfora, estamos considerando al juego como ese “eje articulador” entre las diferentes realidades que se conjugan en la vida del Jardín. Así podríamos decir que el juego es un punto de encuentro entre: la historia de la escuela infantil; los sujetos institucionales; los procesos implicados en la escuela, y los contenidos y el modo de enseñar. Pasado y presente de la escuela infantil, educadores y niños, aprendizaje y enseñanza, cultura escolar y cultura infantil, enriquecen la mirada sobre el fenómeno lúdico que intenta articularlos y nos permite saltar hacia un nuevo nivel de conceptualización. De esta manera, el juego se conforma en un nuevo modelo de análisis de las prácticas de enseñanza en la escuela infantil y un punto de apoyo para dinamizar los procesos de identidad en la conformación de la Educación Inicial.

Play has always had a meaningful place within the pedagogical discourse, specifically in early childhood education. However, in everyday practice, it would appear as a secondary aspect, that loses strength as the child grows. It states its educational value and the need to think about teaching based on playing, nevertheless, it is still considered that play is free spontaneous for a child, in fact, it arises naturally, whatever the social context or available materials. The play scenario is a territory in which the educator cannot enter without failing in their attempt. Therefore, the intention of this work is to put into discussion the metaphor of play as "hinge". With this in mind, we are considering the play as that "joint axis" among the different scenarios that are involved in kindergarten everydayness. Therefore, we could say that the game is a meeting point among the historical path of the early school; the curriculum subjects; the different processes involved in the school, and the contents and the way of teaching. Past and present of the early school, educators and children, learning and teaching, school culture and children´s culture, toughen up the perspective with which we look up on the playful phenomenon that tries to articulate them and allows us to jump up to a new level of conceptualization. In this way, play is based on a new teaching practices model of analysis in the early school and a pivot to encourage identity processes within children early education area.

Even though play has been widely recognized as a social and cultural practice where children naturally learn, evidence shows that international school practices have tended to reduce spaces for play, relegating it to nearly sporadic levels. Teaching practices in initial education have become increasingly scholastic; despite being recognized as a foundational principle, play has been left to the side of central learning activities, which may affect the development of children. For Chile, a country where standardized assessments have permeated the entire educational system, research has reported a schema of classes centered on adulthood that progressively structure and stiffen classroom activities. Play makes its appearance only as an instructional resource (instructional play), and does so with no measurable certainty of its effectiveness on impacting learning. Given such a gap in the literature regarding how teachers understand play-based education and their motivations toward implementing it at school, this work aimed to explore teacher motivations toward game-based learning in educational contexts under a mixed-methods sequential design. The first stage of the research design surveyed 221 primary education teachers (87.8 % women; average, 29.05 years ± SD 8.74; average teaching experience, 3.67 years ± SD 6.15) with the Motivation Scale for the use of educational games (Munoz & Valenzuela, 2014) based on the Expectancy Value motivational theory. In the second stage, four focus groups were formed to inquire about the conceptions that these teachers hold regarding play in school settings. Focus group participants were, in total, 29 currently-active primary education teachers (6 men, and 23 women; average age, 41 years ± SD 11.16). Quantitative results show high valuation for different components of motivation, though with significant differences. The most valued dimension corresponded to utility , while the least were expectancy and cost components. No differences were observed by sex or by years of professional experience. These results are consistent with teacher self-reports, who indicate that time, cost, and lack of knowledge in implementing games are inhibiting factors for effective inclusion in the classroom. Moreover, teachers tended not to recognize themselves as players, or engage in play with students; rather, they believe their function is to observe and monitor to maintain order. Within costs , teachers also included loss of control in the classroom as a relevant element: the freedom (or even chaos) that classroom play can lead to is seen as a threat to the teacher. Additionally, teachers have a vague, non-specific –or even idealized– conception of games. They may see play as a series of classroom activities that are decidedly not within educational play; or, even if characterizing games as spontaneous, voluntary, dynamic, and entertaining activities, do not recognize these attributes when placing games in educational contexts. Indeed, games are seen as tools rather than a methodology in itself. Some also idealize play from “the way things used to be”, arguing that children no longer know how to play and blaming new technologies as responsible for this “lack of play” in present childhood. This background highlights the need for explicit evidence-based training of future teachers in the use and incorporation of games as an educational resource.

Even though play has been widely recognized as a social and cultural practice where children naturally learn, evidence shows that international school practices have tended to reduce spaces for play, relegating it to nearly sporadic levels. Teaching practices in initial education have become increasingly scholastic; despite being recognized as a foundational principle, play has been left to the side of central learning activities, which may affect the development of children. For Chile, a country where standardized assessments have permeated the entire educational system, research has reported a schema of classes centered on adulthood that progressively structure and stiffen classroom activities. Play makes its appearance only as an instructional resource (instructional play), and does so with no measurable certainty of its effectiveness on impacting learning. Given such a gap in the literature regarding how teachers understand play-based education and their motivations toward implementing it at school, this work aimed to explore teacher motivations toward game-based learning in educational contexts under a mixed-methods sequential design. The first stage of the research design surveyed 221 primary education teachers (87.8 % women; average, 29.05 years +/- SD 8.74; average teaching experience, 3.67 years +/- SD 6.15) with the Motivation Scale for the use of educational games (Munoz & Valenzuela, 2014) based on the Expectancy Value motivational theory. In the second stage, four focus groups were formed to inquire about the conceptions that these teachers hold regarding play in school settings. Focus group participants were, in total, 29 currently-active primary education teachers (6 men, and 23 women; average age, 41 years +/- SD 11.16). Quantitative results show high valuation for different components of motivation, though with significant differences. The most valued dimension corresponded to utility, while the least were expectancy and cost components. No differences were observed by sex or by years of professional experience. These results are consistent with teacher self-reports, who indicate that time, cost, and lack of knowledge in implementing games are inhibiting factors for effective inclusion in the classroom. Moreover, teachers tended not to recognize themselves as players, or engage in play with students; rather, they believe their function is to observe and monitor to maintain order. Within costs, teachers also included loss of control in the classroom as a relevant element: the freedom (or even chaos) that classroom play can lead to is seen as a threat to the teacher. Additionally, teachers have a vague, non-specific -or even idealized-conception of games. They may see play as a series of classroom activities that are decidedly not within educational play; or, even if characterizing games as spontaneous, voluntary, dynamic, and entertaining activities, do not recognize these attributes when placing games in educational contexts. Indeed, games are seen as tools rather than a methodology in itself. Some also idealize play from "the way things used to be", arguing that children no longer know how to play and blaming new technologies as responsible for this "lack of play" in present childhood. This background highlights the need for explicit evidence-based training of future teachers in the use and incorporation of games as an educational resource.

El articulo aborda el trabajo de investigacion y la tarea docente llevadas a cabo por Edith Litwin a partir del constructo “nueva agenda para la didactica”. Frente a la agen-da didactica clasica, centrada en el estudio del contenido y del metodo que reduce el espacio teorico-conceptual de la didactica a problemas vinculados con la aplicacion instrumental de metodos y estrategias, esta “nueva agenda” da lugar a las preguntas por el sentido y la significacion de la ensenanza y sus procesos desde la perspectiva de los sujetos involucrados en los mismos. La construccion de una nueva agenda para la didactica representa asi un programa de investigacion para el campo sustentado en dos dimensiones teoricas, metodologicas y epistemologicas centrales: la colaboracion y el involucramiento de los sujetos en la construccion de conocimiento en el campo y el horizonte de la significacion como norte para la comprension del acto de ensenar. Con el objeto de reconocer las implicancias de esta perspectiva, presentamos el caso de una investigacion de diseno llevada a cabo en relacion con la construccion de propuestas de juego dramatico en las salas de 4 anos en una escuela mexicana.

El objetivo del presente trabajo es estudiar las relaciones entre juego y enseñanza en nuevos espacios escolares, para este caso, la ludoteca escolar. Nos interesa analizar qué oportunidades ofrece como ámbito privilegiado para jugar y qué implicancias tiene para la enseñanza. Los resultados permiten ver cómo este espacio modifica las relaciones entre adultos y niños cuando se aumenta el grado de libertad y respeto por la iniciativa del jugador. No sólo se juega sino que se enseña a jugar.

This work presents some didactic orientations constructed from the development and implementation of different Play Projects with 4 and 5-year-old children. Dramatic play was considered to be a teaching content and thus play sequences were planned from a topic selected by the teacher. The analysis of different playing sessions showed how it is not enough to enunciate the topic of the play, but it is also necessary to analyze its format and attend to the knowledge and experiences of the children as a starting point so that brilliant ideas can appear. In addition, it is important to delimit a playful territory based on the definition of stages or sectors for every type of play and, to facilitate in the children the recapitulation of the playing session as a starting point for successive playing experiences. Likewise, the study showed the importance of the commitment of the teacher in diverse playful situations.

El valor del juego como foco para pensar y diseñar las prácticas y como actividad rectora en la construcción del conocimiento en el niño pequeño, forma parte de las discusiones actuales en torno a la calidad de la educación infantil. Sin embargo, el modo en que se considera el jugar en la escuela no siempre es el mismo. En este sentido, el artículo aborda tres modos de pensar el juego en relación con los espacios formales de enseñanza. En primer lugar se considera al juego como espacio cultural. En segundo lugar, se presentará los desafíos que plantea definir al juego como espacio imaginario. Finalmente se aborda al juego como espacio didáctico. Con esto se pretende abonar la construcción de categorías conceptuales que desde la investigación pueden promover efectivamente cambios en las prácticas de enseñanza.

El lenguaje regula la actividad humana, incluyendo el juego; simultáneamente, el juego constituye un medio para el desarrollo lingüístico (Katherine Nelson, 1996; Vigotsky, 1988). El juego resulta un contexto privilegiado para los usos regulativos del lenguaje y para el desarrollo del discurso instructivo (Graves, 1992). Se analiza una muestra intencional conformada por 31 situaciones de juego en las que participaron en el hogar 10 niños de 4 años de barrios marginados de Argentina. El análisis cualitativo (Strauss & Corbin, 2002) mostró distintos movimientos interaccionales (modelado, preguntas, comparaciones) y formas lingüísticas de regulación de la situación (imperativos, frases verbales de obligación) usados por los adultos, que pueden contribuir al desarrollo del discurso instructivo de los niños.Language regulates human activity, including play; simultaneously, play is a means for linguistic development (Katherine Nelson, 1996; Vigotsky, 1988). Play situations are a privileged context for the regulative uses of language and for the development of instructional discourse (Graves, 1992). Within this framework, in this paper a purposive sample that includes 31 play situations is analyzed. In these situations participated 10 4-year-old children from marginalized neighbourhoods in Argentina. The qualitative analysis (Strauss & Corbin, 2002) showed that adults used different interactional movements (modelling, questions, comparisons) alongside with linguistic forms of regulating the situation (imperatives, verbal phrases of obligation), all of which can contribute to the development of instructional discourse in children.

El lenguaje regula la actividad humana, incluyendo el juego; simultaneamente, el juego constituye un medio para el desarrollo linguistico (Katherine Nelson, 1996; Vigotsky, 1988). El juego resulta un contexto privilegiado para los usos regulativos del lenguaje y para el desarrollo del discurso instructivo (Graves, 1992). Se analiza una muestra intencional conformada por 31 situaciones de juego en las que participaron en el hogar 10 ninos de 4 anos de barrios marginados de Argentina. El analisis cualitativo (Strauss & Corbin, 2002) mostro distintos movimientos interaccionales (modelado, preguntas, comparaciones) y formas linguisticas de regulacion de la situacion (imperativos, frases verbales de obligacion) usados por los adultos, que pueden contribuir al desarrollo del discurso instructivo de los ninos.

La investigacion es un proceso que pone de relieve los aspectos sustantivos que refieren a las logicas reconstruidas de modelos de indagacion y, tambien, los procedimientos que dan cuenta de los modos en que el investigador toma sus decisiones y construye su argumentacion. El objetivo de este articulo es explicitar la “logica en uso” construida por un grupo de investigadores en la puesta en marcha de una investigacion que involucraba diferentes actores en entornos y marcos innovadores. El proyecto involucro el uso de entornos de intercambio propio de la inclusion de redes sociales. La mediacion tecnologica fue no solo objeto de estudio sino tambien el modo en que se construyo la evidencia empirica a lo largo del proceso. El trabajo esta organizado en tres partes. En la primera, se aborda el proyecto de investigacion y la estructura metodologica que se adopto para realizar la indagacion. En la segunda, se describe el recorrido que el equipo de investigacion realizo a lo largo del proceso. Finalmente, se muestra como el proceso de investigacion mediado por tecnologias de comunicacion permitio descubrir formatos novedosos de escritura en colaboracion. Abstract Research is a process that highlights the substantive aspects related to the reconstructed logics of inquiry models, as well as the procedures involved in the way in which researchers make decisions and build their arguments. The purpose of this article is to make explicit the “logic in use” built by a group of researchers at the launch of an investigation that involved different subjects in innovative frameworks. The project involved the use of collaborative environments such as those of social networks. Technological mediation was not only an object of study, but also the very way in which empirical evidence was constructed throughout the research process. This paper is organized in three parts. In the first one, we introduce the research project and its methodological structure. The second describes the researchers’ journey throughout the process. Finally, we show how the research process mediated by communication technologies allowed for the emergence of new collaborative writing formats.

Los/as docentes tendran la posibilidad de encontrar orientaciones explicativas y descriptivas acerca de la importancia de considerar nuevamente al juego en las practicas de ensenanza, focalizando la mirada en los juegos que se desarrollan en el jardin de infantes y sus diferentes modos de mediacion.