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Interacción tripartita entre maestros, padres y niños pequeños en el programa chino de padres e hijos
Jiali Kang1,2, Kamariah Abu Bakar1, Suziyani Mohamed1
1Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
Frontiers in psychology
|September 4, 2025
Resumen
Los programas chinos de padres e hijos a menudo limitan la agencia de los niños, con los adultos dominando las interacciones. Este estudio pone de relieve la necesidad de reestructurar estos programas para lograr un diálogo más equilibrado e inclusivo con los niños y un desarrollo integral.
Área de la Ciencia:
- Educación de la primera infancia
- Psicología del desarrollo
- Estudios interculturales
Sus antecedentes:
- La interacción tripartita (maestro-padre-hijo) es crucial en los programas de padres e hijos de China para el desarrollo infantil y el compromiso de los padres.
- Las interacciones actuales en estos programas a menudo son rígidas, limitan la agencia del niño e implican una comunicación mínima de adultos.
Objetivo del estudio:
- Investigar la dinámica y los desafíos de las interacciones tripartitas en los preescolares chinos.
- Para analizar los patrones y temas dentro de estas interacciones.
- Desarrollar un nuevo modelo de interacción tripartita en la educación infantil.
Principales métodos:
- Enfoque cualitativo mediante muestreo intencional en dos preescolares de Nanjing.
- La recopilación de datos incluyó 1.130 eventos de interacción tripartita observados y 23 entrevistas.
- El análisis incluyó codificación abierta, axial y selectiva en NVivo12.
Principales resultados:
- Las interacciones iniciadas por adultos (maestro-hijo-padre, padre-hijo-maestro) representaron el 86% de los eventos, utilizando predominantemente el patrón Iniciación-Respuesta-Evaluación (IRE).
- Los intentos de iniciación de los niños fueron menos aceptados, lo que indica una subjetividad suprimida.
- Seis temas surgieron: educación/instrucción, estímulo/comunicación, asistencia/sustitución, orientación a través de las preocupaciones, entendimiento mutuo y autoexpresión de los niños.
Conclusiones:
- Los programas chinos de padres e hijos requieren una reestructuración para promover objetivos equilibrados y reconocer el papel de cada participante.
- Cultivar un diálogo respetuoso e inclusivo con los niños es esencial para apoyar el desarrollo integral de los niños.
- Los hallazgos sugieren la necesidad de un enfoque más centrado en el niño en las interacciones de educación infantil.
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