Classroom organization and teaching methodology - keys to interactions in Early Childhood Education (ECE)

ABSTRACT

In Early Childhood Education (ECE) stage there are different models of classroom organization and different teaching methodologies. The scientific literature highlights from no planning models to more organized styles. The relationship analysis between these two assumptions is a key. To investigate this starting point, it is proposed an investigation based on the opinion of 1350 teachers of the ECE stage in Spain. To do this, we present a study which is supported by the quantitative approach and it has an exploratory and correlational intention. A designed questionnaire ad hoc has been used to access to the conceptions and practices of the teaching staff, in order to determine the existing relationships between the aspects linked to the classroom organization, teaching methodologies and the interactions set up in the classroom between the pupils of this educational stage. The conclusions invite us to reflect on the importance of using a wide variety of teaching resources to be able to energize the infant classroom. Only then, it is seem to be possible to bet on a favourable attitude towards the transformation of teaching and learning models in ECE.

KEYWORDS:

• Early childhood education
• interaction
• classroom environment
• teacher role
• classroom design

Disclosure statement

No potential conflict of interest was reported by the authors.

Geolocation information

University of Huelva, Av. de las Fuerzas Armadas, S/N, 21007 Huelva; 738 H+W2 (Andalusia, Spain).

Additional information

Funding

The work was supported by the Universidad de Huelva [Innovation and investigation project].

Notes on contributors

Sara Conde-Vélez

Sara Conde-Vélez PhD in Psychopedagogy and Full Professor in the Department of Pedagogy at the University of Huelva. She has more than one decade of teaching experience in subjects related to Research Methods and Diagnosis in Education. Her researches fields of interest cover the areas of school coexistence, equality and social inclusion for minority gender groups, and design and validation of assessment instruments and data collection. She belongs to the “GIOE” Research Group (HUM-879), a reference in the aforementioned thematic areas.

Manuel Delgado-García

Manuel Delgado-García PhD in Psychopedagogy and Full Professor in the Department of Pedagogy at the University of Huelva. He has more than one decade of teaching experience in subjects related to Research Methods and Diagnosis in Education. He researches fields of interest cover the areas of educational counselling, attention to diversity and teacher professional development. He belongs to the “GIOE” Research Group (HUM-879), a reference in the aforementioned thematic areas.

Francisco Javier García-Prieto

Francisco Javier García-Prieto PhD in Psychopedagogy and Full Professor in the Department of Pedagogy at the University of Huelva. He has more than one decade of teaching experience in subjects related to Didactics and School Organization. He researches fields of interest cover the areas of attention to diversity and rural schools. He belongs to the “GAIA” Research Group (HUM-133), a reference in the aforementioned thematic areas.