The purpose of this article is to contribute to discussion as to whether the Primary Years Programme (PYP) of the International Baccalaureate (IB) meets the needs of early childhood (3-5 years old) learners. The research underpinning the article adopted a mixed method approach comprising both a qualitative and a quantitative framework located in six private Spanish schools across three autonomous communities. The research compared perceived difficulties of Early Years teachers and Primary teachers regarding PYP implementation. Aspects of the PYP involved in the research aligned to the IB Standards and Practices. This document, revised periodically, regulates the implementation of IB programmes around the world. The basis of the structure of the research has a direct alignment with those Standards (philosophy, organization, curriculum and assessment). These core themes take the discussion beyond the PYP when considering best practice. A questionnaire was delivered to all full-time PYP teachers, and qualitative analysis was undertaken of the main school documents such as IB preliminary visit reports, school action plans, studies of parent satisfaction surveys, professional development plans, Programme of Inquiry, Units of Inquiry, assessment tools and IB authorization reports. While the document analysis highlighted some areas of difficulty, it was the quantitative comparison that emphasized significant differences in perceived difficulty of PYP implementation between these Early Years and Primary teachers. Although results of the research, in general, are favourable regarding perceived ease in the implementation of PYP philosophies as well as fundamental aspects, there were perceived differences between these two groups regarding specific items. Early Years teachers in and among the schools found 32 items significantly more difficult than did Primary teachers, including the use of transdisciplinary theme descriptors, key concepts, and the Learner Profile. Regarding assessment, Early Years teachers expressed having more difficulties than did Primary teachers in making their students work with their portfolios and using student-led conferences. However, the role of constructivism was one of seven items perceived as easier for Early Years teachers.

中文翻译：

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国际文凭小学项目实施中早年与小学教师之间的感知困难

本文旨在帮助讨论国际文凭 (IB) 的小学项目 (PYP) 是否满足幼儿（3-5 岁）学习者的需求。支持本文的研究采用了混合方法方法，包括位于三个自治区的六所私立西班牙学校的定性和定量框架。该研究比较了早期教师和小学教师在 PYP 实施方面的感知困难。参与研究的 PYP 方面与 IB 标准和实践相一致。这份定期修订的文件规范了全球 IB 课程的实施。研究结构的基础与这些标准（哲学、组织、课程和评估）。在考虑最佳实践时，这些核心主题超出了小学项目的讨论范围。对所有专职PYP教师进行问卷调查，对IB初访报告、学校行动计划、家长满意度调查研究、专业发展计划、探究计划、探究单元等主要学校文件进行定性分析、评估工具和IB授权报告。虽然文件分析强调了一些困难领域，但定量比较强调了这些早期和小学教师在 PYP 实施难度方面的显着差异。尽管总体而言，研究结果在实施 PYP 理念和基本方面的容易程度方面是有利的，这两个群体在具体项目上存在明显差异。学校内外的幼儿教师发现 32 个项目的难度明显高于小学教师，包括跨学科主题描述符、关键概念和学习者概况的使用。在评估方面，幼儿教师表示在让学生使用他们的作品集和使用学生主导的会议方面比小学教师更困难。然而，建构主义的作用是早期教师认为更容易的七个项目之一。关键概念和学习者档案。在评估方面，幼儿教师表示在让学生使用他们的作品集和使用学生主导的会议方面比小学教师更困难。然而，建构主义的作用是早期教师认为更容易的七个项目之一。关键概念和学习者档案。在评估方面，幼儿教师表示在让学生使用他们的作品集和使用学生主导的会议方面比小学教师更困难。然而，建构主义的作用是早期教师认为更容易的七个项目之一。