ABSTRACT This study evaluated the quality of early childhood education (ECE) environments, the quality of teacher-child interactions and the duration of free play in 22 ECE classrooms in the Valencian Community, Spain. Twenty-two ECE teachers of four- and five-year-old preschoolers participated in the study. The quality of ECE environments and teacher-child interactions were evaluated using the ECERS-3 and TSRS, respectively. The time children spent in free play and non-free play was also registered. The study concluded that the quality of ECE environments was minimal. The scores of teachers on emotional support were in the medium-high range and scores in instructional support were low, with direct instruction as the predominant teaching style. Indoor free play was positively related to the overall quality of ECE environments and the quality of teacher-child interactions. The findings of this study are discussed in relation to the results of other studies in the Spanish context.

中文翻译：

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幼儿教育环境的质量和互动以及它们与免费游戏的时间的关系/幼儿间的相互关系/幼儿教育与自由解放

摘要这项研究评估了西班牙巴伦西亚社区22个ECE教室中的幼儿教育（ECE）环境的质量，师生互动的质量以及免费玩耍的时间。四岁和五岁学龄前儿童的22名ECE教师参加了这项研究。分别使用ECERS-3和TSRS评估了ECE环境的质量和师生互动。还记录了孩子们在自由活动和非自由活动中所花费的时间。研究得出结论，ECE环境的质量极低。教师在情感支持上的得分处于中高水平，而在教学支持上的得分则较低，以直接指导为主要教学方式。室内免费游戏与ECE环境的整体质量以及师生互动的质量呈正相关。本研究的结果与西班牙文中其他研究的结果进行了讨论。