Well-being of 2-to-3 year-old toddlers while playing with blocks: a case study in early childhood schools of Galicia

Abstract

The well-being of toddlers during play is something that is taken for granted, since adults understand that they are having fun and learning, but there are only few studies that address this question. This work aims to identify the manifestations of well-being that two-to-three-year-old children belonging to four classrooms from different schools, show when they play with blocks. The different spatial organization (workshop and corner) and the type of intervention of the tutor are explored. A multiple case study was developed where observation was the main method and the interview with teachers, the complementary technique. Three sessions, out of a total of 15 recorded in each school, were analyzed, using an observation scale that allowed obtaining percentages of the different levels of well-being. The responses of the people interviewed were analyzed following an inductive-deductive procedure and a thematic approach. The results show a high degree of well-being in all four cases, a high and similar level of well-being both in the workshop and in the corner, and a higher well-being when there is more teacher intervention. Laughter, shouts of fun, relaxation, being full of energy, confidence and security are the most frequent manifestations. It is concluded that the block construction play, under appropriate conditions, is a very suitable pedagogical proposal for students of that age. Family spaces in schools and tutorial action are proposed as appropriate strategies to disseminate this experience.