Prácticas fundamentales como eje central en la experiencia de aprendizaje de Educación Parvularia

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Barros, S., Cadima, J., Bryant, D. M., Coelho, V., Pinto, A. I., Pessanha, M., y Peixoto, C. (2016). Infant child care quality in Portugal: Associations with structural characteristics. Early Childhood Research Quarterly, 37, 118–130 https://doi.org/10.1016/j.ecresq.2016.05.003

Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation. Pearson.

Broderick, J.T., Sareh, N. y Aggrey, P.MB. (2023). Teaching Preschool Teachers to Converse Productively with Children: A Single Case Design. Early Childhood Educ J, 51, 165–178. https://doi.org/10.1007/s10643-021-01284-0

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Bogatić, K., y Jevtić, A. (2025). Rethinking play and child-centredness within early childhood curriculum in Croatia. Journal of Childhood, Education & Society, 6(1), 71-87. https://doi.org/10.37291/2717638X.202561418

Cadima, J., Barros, S., Ferreira, T., Serra-Lemos, M., Leal, T., y Verschueren, K. (2019). Bidirectional associations between vocabulary and self-regulation in preschool and their interplay with teacher–child closeness and autonomy support. Early Childhood Research Quarterly, 46, 75–86. https://doi.org/10.1016/j.ecresq.2018.04.004

Cabell, S. Q., DeCoster, J., LoCasale-Crouch, J., Hamre, B. K., y Pianta, R. C. (2013). Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities. Early Childhood Research Quarterly, 28(4), 820–830. https://doi.org/10.1016/j.ecresq.2013.07.007

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Cash, A. H., Ansari, A., Grimm, K. J., y Pianta, R. C. (2019). Power of two: The impact of 2 years of high-quality teacher–child interactions. Early Education and Development, 30(1), 60–81. https://doi.org/10.1080/10409289.2018.1535153

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Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). SAGE.

DiCarlo, C. F., Baumgartner, J. J., Ota, C., Deris, A. R., y Brooksher, M. H. (2021). Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy, 43(1), 13–26. https://doi.org/10.1080/00168890.2020.1848407

D’Sa, N., Parvathy, S., Mills, A., Berino, M., Boothby, N. y Schuenke-Lucien, K. (2025) How Much Does It Cost to Impact the Social and Emotional Development of Young Children in Humanitarian Contexts? Evidence from a Cluster Randomized Controlled Trial in Haiti. Journal of Research on Educational Effectiveness, (1-27) https://doi-org.pucv.idm.oclc.org/10.1080/19345747.2025.2578544

Early, D. M., Maxwell, K. L., Ponder, B. B., y Pan, Y. (2017). Improving teacher-child interactions: A randomized control trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research,38, 57-70. https://doi.org/10.1016/j.ecresq.2016.08.005

Egan, S. M., y Pope, J. (2019). From research evidence to evidence-based practice in early childhood settings. An Leanbh Óg, 12(1), 171–185. https://n9.cl/ucw7i

Erickson, F. (2006). Definition and analysis of data from videotape: Some research procedures and their rationales. En J. L. Green, G. Camilli, y P. B. Elmore (Eds.), Handbook of complementary methods in education research 3rd ed. (pp. 177–191). Routledge.

Egert, F., Dederer, V., y Fukkink, R. G. (2020). The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A metaanalysis. Educational Research Review, 29, 100309. https://doi.org/10.1016/j.edurev.2019.100309

Farley, K. S., Brock, M. E., y Winterbottom, C. (2018). Evidence-based practices: Providing guidance for early childhood practitioners. Journal of Research in Childhood Education, 32(1), 1–13. https://doi.org/10.1080/02568543.2017.1387205

García-Domingo, B. (2024). La satisfacción en los docentes de educación infantil y primaria: Variables influyentes y propuestas de optimización. Profesorado. Revista de Currículum y Formación del Profesorado, 28(2), 71–88. https://doi.org/10.30827/profesorado.v28i2.21507

Godoy, F., Narea, M., Soto-Ramirez, P., Ayala, C., y López, M. J. (2025). Early Childhood Education Quality for Toddlers: Understanding Structural and Process Quality in Chilean Classrooms. Education Sciences, 15(8), 1009. https://doi.org/10.3390/educsci15081009

Grossman, P. (2021). Teaching core practices in teacher education. Harvard Education Press.

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., y Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055–2100. https://doi.org/10.1177/016146810911100

Grossman, P., y Dean, C. G. P. (2019). Negotiating a common language and shared understanding about core practices: The case of discussion. Teaching and Teacher Education, 80, 157–166. https://doi.org/10.1016/j.tate.2019.01.009

Hamre, B. K., Pianta, R. C., Downer, J. T., DeCoster, J., Mashburn, A. J., Jones, S. M., Brown, J.L., Cappella, E., Atkins, M., Rivers, S. E., Brackett, M. A. y Hamagami, A. (2013). Teaching through Interactions. Testing a developmental framework of teacher effectiveness in over 4,000 classrooms. The Elementary School Journal, 113(4), 461–487. https://doi.org/10.1086/669616.

Hedges, H., y Cooper, M. (2018). Relational play-based pedagogy: Theorising a core practice in early childhood education. Teachers and Teaching, 24(4), 369–383. https://doi.org/10.1080/13540602.2018.1430564

Hu, B. Y., Dieker, L., Yang, Y., y Yang, N. (2016). The quality of classroom experience in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation. Teaching and Teacher Education, 57,39–50. https://doi.org/10.1016/j.tate.2016.03.001.

Ibañez, R. (2020). The processes of assessment and decision-making in the development and learning of infants in the Junta Nacional de Jardines Infantiles of the Metropolitan Region of Chile. Pensamiento Educativo, 57(1), 1–20. https://doi.org/10.7764/pel.57.1.2020.3

Kloser, M. (2014). Identifying a core set of science teaching practices: A Delphi expert panel approach. Journal of Research in Science Teaching, 51(9), 1185–1217. https://doi.org/10.1002/tea.21171

Kumar, A. (2020). Facilitating engagement with practice: Using a practice-based course model for pre-service early childhood teachers. Journal of Early Childhood Teacher Education, 44(3), 327–346. https://doi.org/10.1080/10901027.2020.1784322

Leyva, D., Weiland, C., Barata, M., Yoshikawa, H., Snow, C., Treviño, E., y Rolla, A. (2015). Teacher-child interactions in Chile and their associations with pre-kindergarten outcomes. Child Development, 86, 781–799. https://doi.org/10.1111/cdev.12342.

Locasale-Crouch, J., Romo-Escudero, F., Clayback, K., Whittaker, J., Hamre, B., y Melo, C. (2023). Results from a randomized trial of the Effective Classroom Interactions for Toddler Educators professional development intervention. Early Childhood Research Quarterly, 65(4), 217–226. https://doi.org/10.1016/j.ecresq.2023.06.005

López–Jiménez, T. (2023). Core practices in early childhood education: Towards a theoretical methodological proposal. Revista Electrónica de Investigación Educativa, 24. https://doi.org/10.24320/redie.2022.24.e30.4045

López-Jiménez, T., Zulueta, V., Toro, V., Hernández, C., Vargas, N.,y Ancapichún, A. (2025). The study of core practices in support of more ambitious teacher training: A systematic review (2019–2023). Education Sciences, 15(5), 633. https://doi.org/10.3390/educsci15050633

Mathers, S. J. (2021). Using video to assess preschool teachers’ pedagogical knowledge: Explicit and higher-order knowledge predicts quality. Early Childhood Research Quarterly, 55(2), 64–78. https://doi.org/10.1016/j.ecresq.2020.10.010

Miles, M. B., Huberman, M., y Saldaña, J. (2020). Qualitative data analysis: A methods sourcebook. SAGE.

Millican, J. S., y Forrester, S. H. (2018). Core practices in music teaching: A Delphi expert panel survey. Journal of Music Teacher Education, 27(3), 51–64. https://doi.org/10.1177/1057083717736243

Ministerio de Educación de Chile [MINEDUC]. (2020). Estándares indicativos de desempeño para los establecimientos educacionales y sus sostenedores. Gobierno de Chile.

Ministerio de Educación de Chile [MINEDUC]. (2020). Orientaciones para fortalecer una Educación Parvularia Inclusiva. Gobierno de Chile.

Pardo, M., Opazo, M. J., y Rupin, P. (2021). Schoolification of early childhood education in Chile: Agreements among actors in the field on its definition, causes, and proposals. Calidad en la Educación, 54, 143–172. https://doi.org/10.31619/caledu.n54.953

Philip, T. M., Souto-Manning, M., Anderson, L., Horn, I., Carter Andrews, D. J., Stillman, J., y Varghese, M. (2019). Making justice peripheral by constructing practice as “core”: How the increasing prominence of core practices challenges teacher education. Journal of Teacher Education, 70(3), 251-264. https://doi.org/ 10.1177/0022487118798324

Pianta, R., Downer, J., y Hamre, B. (2016). Quality in early education classrooms: Definitions, gaps, and systems. The Future of Children, 26(2), 119–137. https://doi.org/10.1353/foc.2016.0015

Romo-Escudero, F., Locasale-Crouch, J., y Turnbull, K. L. (2021). Caregiver ability to notice and enact effective interactions in early care classroom settings. Teaching and Teacher Education, 97, 103208. https://doi.org/10.1016/j.tate.2020.103208

Sartori, M., Ortiz, C., Pizarro, P., Jauck, D., Stein, A., Alam, F., Rosemberg, C., Peralta, O., y Strasser, K. (2021). Secuencias de Pregunta, Respuesta y Seguimiento en Situaciones de Juego y Cuentos en Nivel Inicial. Psykhe, 30(1). https://doi.org/10.7764/psykhe.2019.22317

Stites, M. L., y Brown, E. T. (2019). Observing mathematical learning experiences in preschool. Early Child Development and Care, 191(1), 68–82. https://doi.org/10.1080/03004430.2019.1601089

Stake, R. E. (2010). Investigación con estudio de casos. Morata.

Strasser, K., Barra, G., Darricades, M., y Mendive, S. (2018). Instructional activities and the quality of language in Chilean preschool classrooms. Early Education and Development, 29(3), 357–378. https://doi.org/10.1080/10409289.2018.1429765

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Subsecretaría de Educación Parvularia [SUBEDEP]. (2018). Bases curriculares: Educación parvularia. Ministerio de Educación de Chile. https://parvularia.mineduc.cl/bases-curriculares-ed-parvularia

Subsecretaría de Educación Parvularia [SUBEDEP]. (2019). Marco para la buena enseñanza de educación parvularia. Ministerio de Educación de Chile. https://www.cpeip.cl/wp-content/uploads/2019/12/MBE_EP-Final1.pdf

Torres, E., Narea, M., y Mendive, S. (2021). Change in early childhood classroom interaction quality after a professional development programme. Journal for the Study of Education and Development, 45(1), 220–243. https://doi.org/10.1080/02103702.2021.1972699

Von Suchodoletz, A., Barza, L., y Larsen, R. (2020). Examination of teacher–child interactions in early childhood education programmes in the United Arab Emirates. International Journal of Early Years Education, 28(1), 6–21. https://doi.org/10.1080/09669760.2019.1594720

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