Effect of a service-learning experience in the training of Early Childhood teachers

Abstract

Service-Learning (SL) has been used in the training of teachers of different disciplines and educational stages to promote their development of skills, including its application in real contexts of teaching Physical Education (PE). The objective of this work is to evaluate the effect of a SL experience based on the design and implementation of motor activities in the training of Early Childhood Education teachers. 44 future Early Childhood Education teachers participated in the SL experience and recorded their assessment of it in a self-report composed of three questions that dealt with the emotions aroused, the learning results and the perception of the attitude of the children who have received the service. The experience consisted of the implementation of a PE session for a class of 4 and 5 years, designed from the development of a problem-based learning activity that described the real situation of the classroom. Among the conclusions drawn, it should be noted that the experience led to the experimentation of mainly positive emotions in the participants, such as satisfaction and happiness, and has motivated them to continue their studies. Likewise, SL allowed them to carry out a critical reflection on their own practice and obtain feedback regarding different aspects of the teaching function such as the design of activities, the organization of the session or the control of the class. Finally, the participants have perceived a participatory attitude of the children who have received the service, which has led to an increase in the baggage of motor experiences.