Implementación y análisis de un patio científico en la etapa de educación infantil

Implementation and analysis of a scientific schoolyard in early childhood education

Authors

  • Raul Peinado Alamillo Facultat d'Educació, Psicologia i Treball Social. Universitat de Lleida
  • David Aguilar Camaño Facultat d'Educació, Psicologia i Treball Social. Universitat de Lleida http://orcid.org/0000-0001-5940-3339
  • Anna Solé Llussà Facultat d'Educació, Psicologia i Treball Social. Universitat de Lleida http://orcid.org/0000-0003-2921-5956
  • Yasmina El Hajmouni Camí Facultat d'Educació, Psicologia i Treball Social. Universitat de Lleida

DOI:

https://doi.org/10.1344/did.2022.11.188-206

Keywords:

science, scientific schoolyard, scientific skills, experimentation, early childhood education

Abstract

The current state of early childhood education reveals two aspects which have motivated this study. Firstly, schoolyards do not usually have resources which promote learning, and, secondly, science is seen as something immeasurable and distant at this education stage. For these reasons, the present study aims to design different scientific proposals to be implemented in the schoolyard of a Catalan school and to analyze how children between 3 and 5 years of age interact and learn with them. Through this qualitative study, based on non-participant observations of the context, it is shown how this school space can be stimulated by supplying proposals which students can freely explore. These proposals contribute to inclusion, to the generation of positive experiences and to the
development of scientific skills among early childhood education students.

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Published

2022-03-03

Issue

No. 11 (2022)

Section

Innovation and experiences

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Copyright (c) 2021 David Aguilar Camaño

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