Analysis of the implementation of learning environments in the Early Childhood Physical Education class

Abstract

Learning environments allow a teaching based on a less structured relationship with materials, spaces, peers, and teachers. This qualitative research makes use of learning environments; in particular of learning environments and learning corners to study two objectives: (a) analyze the teacher's thoughts about the implementation of learning environments and its impact on the learning process in a Early Childhood Physical Education class, and (b) examine the impact of learning environments on teaching practice: ideas from teachers, feelings generated, efforts made, and proposals for change or improvement, among others. Participants in this study were three Early Childhood Education teachers. Techniques and instruments used in the data collection were participant observation, a field diary, individual interviews and a group discussion. After analyzing the data with Atlas.Ti v7, the results point to favorable data on the use of learning spaces, with changes in teacher's thoughts and even in their teaching practice. As a conclusion it is indicated that learning environments generate changes in the teacher's thoughts about this methodology and about their own teaching practice.