Desarrollo y Validación del Inventario de Caracterización de Ambientes para Educación Inicial

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Nadir Díaz-Simón
Dinorah de León
Dahiana Fitipalde
Alejandro Vásquez-Echeverría

Resumen

En este estudio se evaluaron las propiedades psicométricas del Inventario de Caracterización de Ambientes para Educación Inicial (INCA-EI), y el efecto del contexto socioeconómico y tipo de institución en la calidad de ambientes. Fueron evaluadas 142 aulas de educación inicial. El análisis de Unidimensionalidad para la Dimensión Estructura y el AFC para Dimensión Proceso mostró buen ajuste de los ítems a las subdimensiones de Estructura (p>.05; CFI ≥.90; RMSEA<.08), validando la organización de tres factores correlacionados en las subdimensiones de Proceso (χ² = 323.82; RMSEA = .06; CFI=.96; TLI=.96). El instrumento presenta buenos valores de consistencia interna (α =.88; ω =.93), y acuerdos moderados y considerables en la mayoría de puntuaciones en el acuerdo interjueces (CCI = .80). Se presentan diferencias entre la calidad de ambiente de Escuelas y Jardines e Instituciones de diferentes contextos socioeconómicos. Los resultados muestran que el INCA-EI constituye un instrumento válido y confiable para la evaluación de ambientes en educación inicial, que puede ser utilizado con fines investigativos y monitoreo de políticas públicas.

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Psicología y Educación

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