Efficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms

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dc.catalogadorgrr
dc.contributor.authorStrasser S., Katherine
dc.contributor.authorBalladares, Jaime
dc.contributor.authorGrau Cardenas, Valeska Valentina
dc.contributor.authorMarin Guajardo, Anneliese Alejandra
dc.contributor.authorPreiss, David
dc.date.accessioned2023-10-03T15:03:18Z
dc.date.available2023-10-03T15:03:18Z
dc.date.issued2023
dc.description.abstractThis paper reports results of an experimental study that assessed the efficacy and teachers' perception of feasibility of a set of structured games for promoting curriculum learning goals in 12 prekindergarten and kindergarten classrooms in Chile. We developed four structured games aligned with the Chilean curriculum learning goals, and that were adequate to the material and human conditions of low-income classrooms in Chile. Six classrooms implemented the games in the course of 6 months, and the other six received them at the end of the intervention. One-hundred-and-twenty-one children were evaluated in letter-word identification, math problem solving, phonological awareness, and science word knowledge at the beginning and end of the school year. Head teachers were interviewed about the games' feasibility in their classrooms and their ability to engage the children. Multilevel regression results show that children in classrooms that implemented the games increased more than children in no-game classrooms in their letter-word identification, math problem-solving, and phonological awareness scores, controlling for grade level, entry receptive vocabulary, and entry execu-tive function. Head teachers found the games engaging and fun for the children. They reported few difficulties in implementing the games in authentic classroom conditions. Results are analyzed regarding contributions to extant literature on playful learning and games, as well as implications for the successful use of playful meth-odologies for the promotion of academic learning goals in preschool classrooms in low-and middle-income countries.
dc.fechaingreso.objetodigital2023-10-20
dc.fuente.origenWOS
dc.identifier.doi10.1016/j.ecresq.2023.08.006
dc.identifier.eissn1873-7706
dc.identifier.issn0885-2006
dc.identifier.scopusidSCOPUS_ID:85167794186
dc.identifier.urihttps://doi.org/10.1016/j.ecresq.2023.08.006
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/74851
dc.identifier.wosidWOS:001055147200001
dc.information.autorucEscuela de Psicología; Strasser S., Katherine; 0000-0003-2364-6798; 93094
dc.information.autorucEscuela de Psicología; Grau Cardenas, Valeska Valentina; 0000-0002-4487-838X; 10537
dc.information.autorucEscuela de Psicología; Balladares, Jaime ; 0000-0002-6317-4783; 143146
dc.information.autorucEscuela de Psicología; Marin Guajardo Anneliese Alejandra; S/I ; 164164
dc.information.autorucEscuela de Psicología; Preiss, David ; 0000-0002-4646-5060; 673
dc.language.isoen
dc.pagina.final406
dc.pagina.inicio396
dc.publisherElsevier Science Inc.
dc.revistaEarly Childhood Research Quarterly
dc.rightsacceso restringido
dc.subjectGames
dc.subjectPlayful Learning
dc.subjectPreschool
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleEfficacy and perception of feasibility of structured games for achieving curriculum learning goals in pre-kindergarten and kindergarten low-income classrooms
dc.typeartículo
dc.volumen65
sipa.codpersvinculados93094
sipa.codpersvinculados10537
sipa.codpersvinculados143146
sipa.codpersvinculados164164
sipa.codpersvinculados673
sipa.indexWOS
sipa.trazabilidadWOS;2023-09-09
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