TYPE Original Research PUBLISHED 27 February 2023 DOI 10.3389/fpsyg.2023.1081785 New insights into the behavioral OPEN ACCESS structure of Pikler educators: An application of T-pattern detection EDITED BY Hamidreza Namazi, Monash University Malaysia, Malaysia REVIEWED BY and analysis with THEME Miguel Pic, South Ural State University, Russia Haizea Belza 1,2, Mariona Portell 2*, Elena Herrán 1 and Carlos Santoyo, M. Teresa Anguera 3 National Autonomous University of Mexico, Mexico 1 Department of Developmental Psychology and Education, University of the Basque Country UPV/EHU, Bilbao, Spain, 2 Department of Psychobiology and Methodology of Health Sciences, Universitat *CORRESPONDENCE Autònoma de Barcelona, Cerdanyola del Vallès, Spain, 3 Faculty of Psychology, Institute of Mariona Portell Neurosciences, University of Barcelona, Barcelona, Spain mariona.portell@uab.cat SPECIALTY SECTION This article was submitted to Introduction: The recent generalization of early childhood schooling has given Quantitative Psychology and Measurement, rise to a need for the development of rigorous, specific training programs aimed a section of the journal Frontiers in Psychology at early education professionals (0–3 years of age). This work emanates from RECEIVED 07 November 2022 the unique nature of Pikler-Lóczy education as a reference for early childhood ACCEPTED 08 February 2023 education centers, and its expertise in providing quality care in an everyday PUBLISHED 27 February 2023 classroom situation. The aim of the study is to use T-pattern detection and CITATION analysis, within the framework of observational methodology, to identify relevant Belza H, Portell M, Herrán E and aspects of the choreography followed by Pikler educators during breakfast, and Anguera MT (2023) New insights into the behavioral structure of Pikler educators: An thus provide substantial material with a view to creating a training plan. application of T-pattern detection and analysis Methods: Two expert educators in Pikler-Lóczy education were directly and with THEME. Front. Psychol. 14:1081785. systematically observed in their own classrooms, following a nomothetic, follow- doi: 10.3389/fpsyg.2023.1081785 up and multidimensional design. The observation instrument underwent a COPYRIGHT molarization process so that the detected elements would be more significant © 2023 Belza, Portell, Herrán and Anguera. and understandable for novice educators. This is an open-access article distributed under the terms of the Creative Commons Attribution Results: Using THEME, the invariant aspects of the educators’ behavior were License (CC BY). The use, distribution or analyzed. The significance level for the critical interval was the THEME default reproduction in other forums is permitted, (α = 0.005). The results show: on the one hand, changes expected in T-patterns provided the original author(s) and the copyright owner(s) are credited and that the in accordance with the observation instrument molarity; and on the other hand, original publication in this journal is cited, in stability in terms of the comparison between the two educators. accordance with accepted academic practice. No use, distribution or reproduction is Discussion: These results help us to identify the complex structure of the breakfast permitted which does not comply with these choreography, and how educators establish interaction with children. In addition terms. to specific issues pertaining to Pikler-Lóczy education, the conclusions highlight the advantages of using T-pattern analysis within the framework of observational methodology, in order to dissect a mealtime routine in its natural context, and explain components of early childhood education intervention that satisfy basic childhood needs. This constitutes a starting point from which to generate instructive material for the training of professionals working in early education. KEYWORDS Pikler-Lóczy education, observational methodology, T-pattern, THEME, observation instrument, early childhood Frontiers in Psychology 01 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 1. Introduction also provides the objectivity and rigor essential for educational assessment, whilst at the same time affording the necessary flexibility Over the last few decades, early childhood schooling (0–3 years of for capturing the many, often complex processes of development and age) has grown exponentially to become a generalized reality early learning in real life environments (Anguera, 2001b; Herrán, (European Commission, 2019). This has given rise to an increase in 2008; Early Head Start National Resource Center, 2013; Escolano- studies centered on the assessment of educational programs and Pérez et al., 2017; Escolano-Pérez, 2020). OM offers guidelines for interventions in nursery schools (Kaufman et al., 2015; Escolano- justifying and analyzing the quality of the records obtained using Pérez, 2020). A number of these studies warn of poor quality in such study dimensions and segmentation criteria of the spontaneous centers, especially in terms of educator-child interaction (Turnbull behavioral continuum in its natural context. Thus, OM involves the et al., 2009; Durlak, 2010; Hallam et al., 2016). This is largely due to systematization of initial descriptive records – first dataset – through the fact that this educational phase lacks its own identity (Herrán an observation instrument in order to obtain an equivalent code et al., 2014) for two reasons: on the one hand it has inherited matrix – second dataset – that is built on the first (still qualitative data, educational traditions from successive cycles, introducing content that where columns are dimensions/sub-dimensions, and rows are the does not fit with the specific characteristics of early childhood successive units), which will be analyzed through specific quantitative (Sarmento and Ruiz, 2011); and, on the other hand the job is carried techniques for categorical data. This way of connecting qualitative out in an intuitive, affectionate, maternal way, neglecting the information and quantitative data has led to OM being considered as professional dimension of daily tasks (Herrán, 2013; Falk, 2018a). mixed-method in itself (Anguera and Hernández-Mendo, 2016; Considering the proven effect of early experiences on human Anguera et al., 2017, 2018a; Onwuegbuzie and Johnson, 2021; psychological development (Bick and Nelson, 2017), more and more Hitchcock and Onwuegbuzie, 2022). authors are calling for a system rooted in the natural circumstances of Beneath the scope of OM, observational instruments were infant daily life (Duncan and Magnuson, 2013; McLachlan et al., legitimized and applied, in order to capture details about the behavior 2018), that helps to fulfill their early developmental needs (Csibra and of the expert PikLEd educator that facilitate the detection of two Gergely, 2009; Bonawitz et al., 2011; Hallam et al., 2016; Tomasello, dimensional, instrumental and relational patterns in the daily 2016; Salcuni et al., 2017). However, there are few rigorous training performance of each everyday activity: breakfast, dressing and programs aimed at educators and early education professionals that undressing, free play, etc (Belasko et al., 2019, 2022; Belza et al., 2019, provide a specific guide as to how to carry out everyday activities in 2020; Sagastui et al., 2020, 2022). This research shows that the habitual the infant classroom, as well as how to assess progress in the behavior of the expert PikLEd educator ensures the stability of the performance of these activities. environment and the consistency of educational behaviors, these Previous works have justified the interest and unique nature of the being understood as precise and adjusted ways of responding to the Pikler-Lóczy education (PikLEd) system as a reference for early development of infant autonomy. Within the research line begun by education centers covering the 0–3 age group (Tardos, 2007; McCall Herrán (2013, 2014, 2016) and Herrán et al. (2014), important et al., 2010; Herrán, 2013, 2018; Herrán et al., 2014; Salamon and progress has been made in characterizing the action protocols or Harrison, 2015). The PikLEd is an institutional childcare proposal choreographies followed by these professionals in each educational exclusive to early childhood. It is based on over 70 years of practical field, thanks to the use of procedures designed to capture essential and professional experience in the Lóczy Institute of Budapest (Pikler, details of the sequence of educators’ instrumental actions and their 1968, 1971; David and Appell, 1986, 2010; Falk, 2002), which began connection with relational behaviors deployed with the child. as a foster home (1946–2011) but later became a nursery school (from One of the everyday activities transformed into an educational 2006 to the present day). Assuming that an early experience of field for PikLEd is breakfast. The systematic observation of this activity competence is crucial for the future shaping of the psyche (Bruner, has revealed the sequence of basic actions that the educators repeat, 1972, 1973; Wallon, 1980; Pikler, 2018), this model revolves around as many times as necessary, so that the child has breakfast in a way that two fundamental axes of everyday infant life: daily care and suits them, meaning that the child eats comfortably, calmly and quietly, autonomous infant activity. It entails a set of original action protocols, in accordance with the hunger they feel at the time and their own known as choreographies, that transform everyday activities (for perception of being full. These sequences are the detours (Wallon, example, breakfast) into an educational field (Belza et al., 2019, 2020). 1985) they carry out in order to provide each child, at the table, with The authors who have gone deeper into analyzing the practice of the utensils and food laid out on the countertop (Belza et al., 2019). PikLEd have highlighted its relevance as a responsive care system The reiterative circularity of this instrumental sequence, together with (Hevesi, 2018; Pikler, 2018; Falk, 2018b) that is truly paedocentric the specific, unique and meaningful management of distances and (Falk, 2008; David and Appell, 2010; Herrán, 2013; Tardos and David, postures (proxemic behavior), has shown that the expert PikLEd 2018; Vincze, 2018), and which facilitates infant socialization without educator promotes the appearance of shared intentionality (Tomasello violence (Kàllò, 2014, 2016; Pikler, 2018). et al., 2005) in the development of mealtime routines (Belza et al., Over the last few years, a number of studies have provided new 2019). It is this shared intentionality that forms the basis of early knowledge about PikLEd through the application of observational cultural, instrumental and social learning (Tomasello, 2016). methodology (OM; Belasko et al., 2019, 2022; Belza et al., 2019, 2020; Furthermore, enlightening results have been obtained through Sagastui et al., 2020, 2022). OM allows us to assess spontaneous analyzing the differentiated use of the utensils specific to the activity, behavior in its everyday context (Anguera, 1979, 2003; Portell et al., along the lines of object pragmatics (Rodriguez and Moro, 1999) 2015). This methodological option offers valuable procedural which views objects in terms of their social use and functions in resources for the study of daily life in the classroom and the adult- everyday life, functions which children gradually appropriate thanks child relationships that are established therein (Anguera, 2001a). It to adult-instigated mediation. Significant relationships were detected Frontiers in Psychology 02 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 between various breakfast utensils with differing complexity and each educator who is not an expert in PikLEd to understand the training child protagonist, showing that the educators adapt, and provide material created from its elements; (2) to identify invariant aspects utensils depending on the level of autonomy and interest of each child that structure the expert educator’s behavior by analyzing the (Belza et al., 2020). T-patterns from both an intra-individual perspective – between The evidence provided by the aforementioned studies about the patterns obtained from the same expert educator when modifying the breakfast activity was made possible thanks to the diachronic analysis molarity of the observation system –, and an inter-individual of observational data (Anguera et al., 2021); more specifically, lag perspective – between the behavior patterns of different expert sequential analysis (Bakeman and Gottman, 1989; Bakeman and PikLEd educators. Quera, 2011; Quera, 2018) and polar coordinate analysis (Sackett, 1980; Anguera, 1997). Lag sequential analysis detects regularities in behavior, making patterns of behavior visible, whereas polar 2. Materials and methods coordinate analysis enables the vectorization of behavior, creating a complete map of interrelationships between behaviors. These This work forms part of a line of research into PikLEd developed techniques enabled the characterization of significant parts of the under the scope of OM. In accordance with the design classification choreography, but not the choreography as a whole. A third very established in OM (Anguera et al., 2001), the study design as a whole important technique for diachronic analysis in OM is based on the is nomothetic, follow-up and multidimensional (N/F/M design), since algorithm developed by Magnusson (1996, 2000) and used in THEME the observation units are greater than one; there are two educators, to software, which makes the description and detection of complex real- be exact. However, it is worth qualifying that, for each educator, the time patterns possible. Its basic concept is the T-pattern, a statistical, design used is ideographic given that the behavior of each one was hierarchical, self-similar (pseudo-fractal) pattern, recurring with observed and recorded as an independent unit, with an intra-session significant translation symmetry since detected in human, animal, and and inter-session follow-up over a 3 month period; and is brain network behavior (Casarrubea et al., 2015, 2018; Magnusson, multidimensional since it includes different criteria in the observation 2020). T-pattern detection and analysis (TPA) with THEME has led instruments used to record and code behavior (I/F/M design). This to new insight into the structure of behavior. This third technique used study applied systematic, direct, non-participative observation. for diachronic analysis in OM may be the best option for a complete characterization of the choreography. Until now, the use of TPA within the framework of OM, in the field of education, has made it possible: 2.1. Participants to identify patterns of academic persistency in pre-school age-groups (Santoyo et al., 2020), to examine the development of cognitive skills Eligibility criteria were established for the educators so as to in infancy (Escolano-Pérez et al., 2019; Escolano-Pérez, 2020), to increase the probability of the behavioral records obtained being evaluate teaching-learning strategies in motor skills (Castañer et al., representative of the PikLEd model. These criteria are: (1) having done 2009), to assess the interaction and communication models of physical their professional training in the Lóczy foster home itself, under the education teachers (García-Fariña et al., 2018; Camerino et al., 2019; direction of the pediatrician Emmi Pikler; and (2) having actively Valero-Valenzuela et al., 2020), and to design and assess training taken part in the continuous training programs organized by the programs focused on the professionals’ change in behavior (Portell institution. Furthermore, applying the logic of multiple case study et al., 2019; Sene-Mir et al., 2020). repetition (Yin, 2014), this study seeks to integrate most of the school Therefore, through the use of TPA within the framework of OM, educators involved in the breakfast activity. it is possible to facilitate the design and evaluation of formative There are three classrooms in the Emmi Pikler nursery school in interventions of PikLEd aimed at novice educators; and this Budapest, with a maximum of 12 children and three educators in each application would allow us to compensate for an important deficiency one. Applying the aforementioned criteria, two educators were in the generalization of the PikLEd model. The Lóczy Institute in selected (henceforth, Educator-1 and Educator-2) who habitually Budapest – now the Emmi Pikler nursery school – rigorously prepares manage breakfast in their groups. Various studies within the OM its educators in situ, with periodical observations of their actions with framework show that, despite working with a reduced number of the children which are then discussed by the pedagogic team as a participants, the intensive monitoring of their everyday activity makes whole (Kelemen, 2016). However, in other centers there is no training it possible to collect a large quantity of data and extract insightful material for novice educators associated to evaluation guidelines, that conclusions about the studied reality (Rodríguez-Medina et al., 2018; would allow professionals to track the acquisition process of essential Belza, 2020; Lapresa et al., 2020; Sagastui et al., 2020; Arias-Pujol elements of the choreography (what to do) and non-verbal et al., 2022). communication (how to do) inherent to PikLEd. The general aim of In terms of the groups, it is worth highlighting that this school this research is to provide new insight into the choreography followed endeavors to maintain the same three educators in each group in order by the expert PikLEd educator, which is considered seminal for the to establish a close relationship with the children as well as to enable creation of an innovative training plan that includes T-patterns as a continuous monitoring of the children. For this reason, the placing elements of a self-modeling strategy (Dowrick, 1999, 2012). Based on of children into groups is not done in accordance with the age the main dimensions that have been established to structure the criterion, but depending on the number of available places in each breakfast activity (Belza et al., 2019), the specific aims are: (1) to adapt classroom and the characteristics of the children themselves. To the instrument Giving Breakfast in the Emmi Pikler Nursery School, be specific, Educator-1’s group was made up of four boys and eight GBEPNS (Belza, 2020) which increases the molarity of its instrumental girls between the ages of 26 and 47 months at the start of the and proxemic dimensions, in such a way as to make it easier for an observations. Educator-2’s group was made up of five girls and five Frontiers in Psychology 03 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 boys aged between 20 and 36 months. As breakfast is an option offered behavior during breakfast, but which may hinder the subsequent to all the children, participation varied from session to session. explanation and interpretation of this behavior when it is dissected. In It was agreed with the school directors to film one session per accordance with the aims of this study, the initial field format week in each classroom first thing in the morning, from 8.30 to 9.30, underwent a molarization process through which the catalogs of over a 3 month period. As recordings are frequently made in the behaviors, spaces and objects (utensils in this case) were redefined and classrooms, both the educators and the children are familiar with the reordered, with a view to making the detected elements more presence of a camera. This is undoubtedly a relevant aspect to consider significant and understandable for novice educators. In order to carry in relation to reactivity (Behar and Riba, 1993). out this adaptation of GBEPNS, in its instrumental and proxemic A total of 28 sessions were filmed over 3 months, 11 in Educator-1’s dimensions (henceforth GBEPNS-IP), a dynamic process of initial classroom and 17 in that of Educator-2. The acceptance criteria for the formulation of tentative groups was followed, subsequently modified sessions was established in line with the following aspects: (1) in line with an empirical-inductive strategy, and once again, consistent Observability of the educators and their activity: the camera follows with a deductive strategy. A group of PikLEd and OM experts them continuously from the moment the first child arrives to have intervened in this process. Similar aspects were grouped together in breakfast until the last breakfast is cleared away; (2) Inter-session relation to their educational significance and their transferability to consistency (or fulfillment of formal minimums of situation and space other classrooms, maintaining the specifics in terms of behavior homogeneity) – all the sessions correspond to the same two classrooms related to children. The result of this process of adaptation of the in which the activity takes place, mainly in the dining room area or in GBEPNS-IP instrument is referred to as GBEPNS-IPv2. Table 1 shows the adjoining lobby or bathroom; (3) Intra-session consistency (or the structure of GBEPNS-IPv2 and its correspondence with temporal completeness of the criteria that define the session) – all the GBEPNS-IP. sessions must temporally cover the aim, which is to serve and It can be noticed that each dimension is broken down into three complete breakfast within the established time slot. The following sub-dimensions so as to structure the elements and guarantee mutual exclusion criteria were formulated: (1) Change of classroom for exclusiveness. The instrumental dimension includes the spaces in organizational or maintenance reasons; (2) Insufficient recording time which the activity takes place, the educator’s actions (what she does) to analyze the complete breakfast of at least one child. Despite 25 and which utensils she uses. Proxemic behavior refers to how the sessions being recorded, the application of this last criterion excluded educator uses the space, and covers two facets: the static character that three of Educator-2ʼs sessions from the analysis. Finally, the sample of refers to the choice of place and posture within a space; and the analyzed breakfasts was made up of 10 sessions in Educator-1’s dynamic character that involves the set of movements inherent to the classroom and 12 sessions in that of Educator-2. Each session lasted activity itself. In aiming to capture the interactive dynamic that the between 10 and 40 min, depending on how many children had educator establishes with the children in her care, the static facet is breakfast and what time each child began. divided into two criteria: that of solitary static which refers to posture The research project was assessed and approved by the Committee or position; and that of static in relation to the child present with for Ethics in Research and Teaching from the University of two of the whom she can make contact or stay very close to without moving. authors (INA0139), after obtaining the informed consent of the two Once the catalogs of behaviors, spaces and utensils for each educators and gaining the permission of the authorities responsible sub-dimension had been compiled, a system of alphanumerical codes for the Emmi Pikler nursery school in Budapest, in accordance with was created to enable the coding of each of these elements. Law 41/2002 of patient autonomy. The data has been treated in line with the regulation included in RD1720/2007 of development of the 2.2.2. Recording and analysis software Organic Law 15/1999 of Personal Data Protection and in Law 14/2007 The free software program HOISAN, version 1.6.31 (Hernández- of Biomedical Research. Mendo et al., 2012, 2014) was used to record and code all the sessions based on the system established in the field format. This program enables the databases to be exported to MS-EXCEL. Thus, the record 2.2. Instruments files can easily be transformed into the syntactic structure of other programs for data analysis. In this case, we used the program THEME 2.2.1. Observation instrument 6 Edu (Magnusson, 2000) for data management and analysis, which The observation instrument used is an adaptation of the field is freely available for download.2 format Giving Breakfast in the Emmi Pikler Nursery School, GBEPNS (Belza, 2015, 2020; Belza et al., 2019, 2020), an ad hoc creation (Anguera et al., 2007) to observe the habitual behavior of the expert 2.3. Procedure PikLEd educators during breakfast. This instrument is made up of six dimensions grouped into two macro-dimensions: instrumental, From the observation instruments GBEPNS-IP and associated with the material conditions of the specific activity of GBEPNS-IPv2 we obtained records of the 22 sessions. The basic unit breakfast; and relational, appertaining to the interaction and in field format record is the configuration or co-occurrence of codes communication that the educators establish with the children at from different dimensions. The configuration is formed by as many different levels (paralinguistic, proxemic, kinesic, and verbal). Each dimension is displayed in a feature list type catalog of behaviors (Anguera et al., 2018b). GBEPNS was developed for a very molecular level of description, 1 www.menpas.com which allows us to collect the smallest details of the educators’ 2 www.patternvision.com Frontiers in Psychology 04 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 TABLE 1 Dimensions, sub-dimensions, and catalogs of the behaviors/spaces/utensils of the GBEPNS-IPv2 instrument and their concordance with the catalogs of the GBEPNS-IP instrument. GBEPNS-IPv2 GBEPNS-IP Dimensions Sub-dimensions Catalogs Catalogs Instrumental Space Counter Counter 1, counter 2, counter 3, breakfast basket, trashcan, paper tissue repository, wall closet Table Tables 1, 2 Her place/chair Other sub-area of the dining room Door, entrance, corridor, handrail Other area of the classroom Play area 1, play area 2, sanitation area, washbasin, lobby, lobby window Action Greets/welcomes Greets from where she is, welcomes approaching the door, farewell to parents ritual Offers food Puts Replaces Takes/leaves/goes in search Moves Serves Other breakfast action Prepares food,/spreads/cuts/opens, Puts away, Organizes, throws away leftovers, cleans objects, sweeps, mops Gets child to use napkin Collects childʼs breakfast Takes it away if uneaten No action Other (hers) Puts glasses on/blows nose/washes hands, writes in notebook, opens-closes handrail Utensil Glass Jug/bag/ recipient Glass and jug Bowl Plate Napkin Handkerchief (nose) Breakfast kit: various Other (hers) Knife,/scissors, fork, spoon, mop, broom, cloth, stool, notebook and pen, other Soother/transitory object None Proxemic behavior Static alone On foot Bent forward Leaning forward Crouching/kneeling Kneeling, sitting on knees Sitting Static with child None Takes/places him/her Takes him/her in her arms, places him/her on her lap, places him/her between her legs, Puts her arm around him/her, lowers him/her to the floor Surrounds him/her in order to maneuver Next to her Opposite Movement None Approaches Moves away With child Follows him/her, carries him/her in her arms, they go hand in hand, they walk in parallel, the child follows her Without relationship to the child Frontiers in Psychology 05 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 codes – at most – as there are number of sub-dimensions. When a constitute focal event-types in the next detection level. This process behavioral aspect changes, the next configuration begins, thus is repeated upwards level by level, in search of critical interval enabling an exhaustive record of behavioral flow. In this way, the relationships with the patterns detected in previous levels, in order maximum systematization of the record is achieved, which produces to generate ever more complex T-patterns. large code matrices. At the same time, the duration that includes This study independently analyzed the three aforementioned information about both the position of the code within the sequence databases – in each one, the included sessions were concatenated and its occurrence, was used as a primary record parameter (Anguera into one multi-sample base – using the same search and selection et al., 2001; Bakeman and Quera, 2011). This enables the detection and criteria parameters to compare the obtained T-patterns (Amatria analysis of T-patterns (TPA). et al., 2017; Pic et al., 2021; Pic and Jonsson, 2021). More The HOISAN computer program allows us to obtain and store a specifically, the search parameters applied were (Magnusson, large quantity of data and subject them to quality control. The files 2017): (1) an occurrence frequency greater than 3; (2) a with the record made in HOISAN were exported to MS-EXCEL to significance level of 0.005 (0.5% probability that the critical be prepared in accordance with the instrument GBEPNS-IPv2. In this interval was randomly produced); (3) a minimum pattern way two new code matrices were obtained, one for each educator, occurrence in 50% of the sample. TPA detection was validated by which were transformed into the syntactic structure compatible with simulation, through data randomization with shuffled and the THEME program. This program was used to analyze the data of rotated randomized versions of the data sets. We used the Educator-1, obtained with GBEPNS-IP and with GBEPNS-IPv2; and standard number of randomization-searches (5 runs per type). those of Educator-2, obtained with GBEPNS-IPv2. The only accepted patterns were those for which the concordance probability between the randomized data and the real data was zero. 2.4. Data quality check Given that the aim of this study was to analyze individual patterns, it is necessary to operationalize the selection conditions to make them Both qualitative and quantitative quality control procedures were comparable. Since the aim is that the patterns help to characterize the carried out on the data. Consensual concordance (Anguera, 1990) structure of everyday educational behavior as a whole, three selection took place in the last stage of construction of the observation criteria were applied to the patterns detected by THEME: (1) instrument. This procedure, that seeks to achieve convergence maximum length (patterns that include the greatest quantity of event- between two observers, is increasingly present in OM (Arana et al., type or configurations); (2) maximum level of hierarchical structuring; 2016). To this end, two of the authors of this study jointly carried out (3) greatest session time coverage. record trials with 15% of the sample, to decide which code to assign to each of the observed behaviors. The definitions of the behaviors in the catalog were therefore shaped and nuanced, thus strengthening 3. Results the observation instrument. In terms of quantitative quality control of the data, Krippendorff In relation to the behavior of Educator-1, 4,716 configurations or (2013) alpha coefficient was calculated, both intra-observer and inter- data points were analyzed, whilst 2,319 configurations were analyzed observer, via the HOISAN program. Ten per cent of the sample was in the case of Educator-2. The number of configurations was recorded twice at different times for comparison, and once more by maintained both with GBEPNS-IP, and with GBEPNS-IPv2. In line an external observer. In both cases the coefficient value was with the second specific aim, we present the results below, in two satisfactory since the degree of agreement between the two observers sub-sections that show the intra-individual and inter-individual was 0.89, whilst it was 0.92 between the two records at different times. comparisons between patterns. 2.5. Data analysis 3.1. Changes in the structure of Educator-1ʼs behavior with the GBEPNS-IP According to Magnusson (2016), the THEME software considers and GBEPNS-IPv2 instrument data as a series of points that represent the occurrence of events during a period of observation (in TPA the event refers to the Starting from the code matrix based on GBEPNS-IP and applying configuration or chain linking of codes from each sub-dimension of the parameters and criteria defined in the data analysis section, the the field format in each of the event-types). The number of obtained pattern, among the 133 detected, is shown in Figure 1. It can appearances of an event-type, divided by the duration of the be seen that in this T-pattern there is a certain structuring of observation period, produces the mean probability of this event-type Educator-1ʼs behavior, made up of two sub-sets of simpler patterns: occurring in a given unit of time, which is later used as the reference on the one hand, the pattern shows the hidden structure concerning probability for the detection algorithms. When THEME detects an the management of breakfast in the different sessions (takes an item occurrence of a followed by B within a critical interval, it generates a from the cupboard, serves table 1, serves table 2, returns to the counter); simple T-pattern (AB). The critical interval is a key concept in TPA, and on the other hand, a highly recurrent pattern that reflects and it refers a particular relationship between pairs of events in a accompaniment when there is no action. time series—for an extended explanation of this concept see Figure 2 shows the pattern resulting from the application of the Magnusson (2000) and Casarrubea et al. (2015, 2018). The selection criteria for the 849 T-patterns detected with the same search occurrences of simple T-patterns become events that subsequently parameters, when using GBEPNS-IPv2. The level of behavioral Frontiers in Psychology 06 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 Sample Data points=4716 event-type=1712 T-patterns=133 T-pattern 1880 Length=7 Level=4 Duration=4709; 24% FIGURE 1 T-pattern of Educator-1ʼs behavior obtained with GBEPNS-IP. structuring in this case is visibly greater, above all in reference to the 3.2. Stability in the behavioral structure instrumental actions; and at the same time, it integrates the simple between Educator-1 and Educator-2 with pattern no action, again demonstrating the high recurrence of this the GBEPNS-IPv2 instrument event. Furthermore, this complex T-pattern reveals the appearance of new educational behaviors, such as closing the activity with the gets Using the same selection criteria as in the previous analysis, child to use the napkin action. we obtained the pattern shown in Figure 3 of the 201 T-patterns Frontiers in Psychology 07 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 Sample Data points=4716 Event-type=1054 T-patterns=849 T-pattern 2142 Length=11 Level=7 Duration=5583; 28% FIGURE 2 T-pattern of Educator-1ʼs behavior obtained with GBEPNS-IPv2. detected in the behavior of Educator-2. In this pattern there are three 4. Discussion event-type sub-sets, which, although differing slightly in how they are structured in relation to Educator-1ʼs T-pattern, they practically This study focused on two dimensions: one of instrumental replicate its composition: chain linking of instrumental actions (serves, behavior, and the other of the expert PikLEd educator’s non-verbal puts, moves, takes/leaves) that alternate movements (moves nearer, behavior during the breakfast activity. The relevance of both these moves away) between the counter and the table; again, there are dimensions, instrumental and proxemic, has been revealed in previous repetitions of the central sub-set of accompaniment when there is no studies as backbones of behavior flow on two levels – physical/ action, and finally, the use of the napkin. instrumental and human/relational (Belza et al., 2019; Belza, 2020). Frontiers in Psychology 08 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 Sample Data points=2319 Event-type=590 T-patterns=201 T-pattern 1834 Length=10 Level=6 Duration=3112; 25% FIGURE 3 T-pattern Educator-2ʼs behavior obtained with GBEPNS-IPv2. Furthermore, due to their high degree of perceptibility and compared to other diachronic analysis techniques, and thus provide relationship with reality, these dimensions offer better training an account of the choreography as a whole. Below we discuss the opportunities for novice educators than others perceived in the results obtained relating to Educator-1ʼs behavior, in order to compare GBEPNS instrument. It was expected that the detection of T-patterns the identifying and explanatory capacity of the two observation would identify greater levels of structuring in everyday behavior instruments, GBEPNS-IP and GBEPNS-IPv2. Subsequently, Frontiers in Psychology 09 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 we explain the T-patterns of Educator-1 and Educator-2, obtained establish for the joint action (Tomasello et al., 2005; Sagastui et al., 2022). with GBEPNS-IPv2, in order to clarify the potential behavioral On the other hand, that both educators should display such similar homogeneity between the two. behavior is due to the fact that, since its beginnings as a foster home, the Firstly, we can see that the variability of event-types drops to main aim of the Lóczy Institute has been to provide the emotional almost half when GBEPNS-IPv2 is applied to the analysis of security necessary for the healthy psychological development of Educator-1ʼs behavior, compared with the use of GBEPNS-IP. This fact institutionalized infancy (Pikler, 1971). Such important acquisitions in adds more consistency to the record and reduces the dismembering the earliest years cannot be integrated into the personality being of the behavior by residual aspects, without prejudicing significant structured if the child does not carry out her/his experiences within the information, given that the versatility of the events compared to the framework of an interpersonal system of stable, continuous relationships total is still high. The amount of different event-types, interpreted as (Falk, 2008). To this end, the aspects that make up each care were behavior variability, shows that the PikLEd expert constantly adjusts detailed and examined, in order to organize them in the form of a to each moment, circumstance and child (Kàllò, 2016; Hevesi, 2018). choreography, and thus ensure the continuity and homogeneity in the If one of the defining aspects of early education is the educators’ daily tasks of the educators who interact with the children (Herrán, 2013). capacity to adapt their practice to the children’s basic needs (Durlak, On an educational level, two other components of this choreography 2010; Escolano-Pérez, 2020), then PikLEd prioritizes the establishment stand out. The accompaniment without action pattern is where the of a close, continued relationship between the educator and the educator sits on her chair, and from that position accompanies both the children in her/his care. In this way, everyday interactions can breakfast of the child sitting at the table next to, or opposite her, along be furnished with the particular and individualized traits that come with the rest of those present, including those who are already in the from mutual knowledge and which are so necessary at early ages (Falk, play area. This sub-set of event-types is a recurring loop that is inserted 2008). Despite this variability, the obtained results relating to into the choreography. They are attention intervals dependent on the Educator-1 support the use of the GBEPNS-IPv2 instrument which, aspiring action of the children, which allows the educator to attend and combined with TPA, has allowed us to discover a more complex respond to the requirements of each moment in an appropriate way, everyday behavioral structure for the expert PikLEd educator. It also even preempting them, thus displaying responsive care (Hevesi, 2018; provides new aspects of the choreography during breakfast whilst Pikler, 2018). Her presence increases as the session progresses; integrating the findings of previous studies (Belza et al., 2019, 2020) something which is logical given that most of the children have been – the basic sequences that instrumentally order this mealtime routine served, are finishing or are already playing. Even so, the fact that this and its cultural-socializing character. Therefore, the results sustain the pattern is repeated throughout the session characterizes the delimited idea that THEME is effective in obtaining clarifying patterns of this space known as “her place” – i.e., her chair, situated near to the breakfast intervention in its natural context – a nursery school classroom. table, between this and the counter – as a transitional space between one Secondly, the aim was to check whether applying the most molar action and the next, or between one interaction and the next. This shows GBEPNS-IPv2 instrument and the same analysis strategy with THEME another way of organizing and regulating the activity through the use would lead to Educator-1ʼs results being replicated in Educator-2. Before of the space. Finally, it is worth highlighting the appearance of a going on to compare the patterns obtained from both, we want to previously unknown action – the culmination of the breakfast, highlight differences in the two breakfast situations. Since the temporality consisting in the use and placement of the napkin, which closes the of the sessions was marked by the children’s attendance, together with activity. In fact, in the case of Educator-2 this action takes place in the desire and rhythm in the breakfast itself, the duration of the sessions another sub-area of the dining room – the handrail or corridor that was disparate. This means, for example, that Educator-2ʼs sample, connects to the play area. Therefore, the napkin, which denotes a certain although including a greater number of sessions than that of Educator-1, degree of acceptance of social norms or conventions by the child (Belza produced a lower quantity of data due to fewer children having breakfast et al., 2020), marks another important transition: from the breakfast and the sessions being shorter. However, this fact does not appear to activity to the one that immediately follows, which is play. Once the impede the detection of a similar structure in the behavior of both basic, affective needs have been covered – dietary, emotional and educators. The two T-patterns obtained are made up of event-type adaptable to nursery school – the children can then unleash their symmetries and have similar characteristics: (1) Chain linking of abilities associated with autonomous activity and free play. According instrumental actions for breakfast management, (2) Recurrent cycles of to Tardos (2014), attending school involves facing certain daily accompaniment without action, (3) Finalization using a napkin. These challenges on the children’s part. In this sense, breakfast constitutes an results provide evidence about the stability of everyday intervention at activity that supports the transition from home to school; each child breakfast time in this school, in two senses: On the one hand, they add receives a welcome and a personalized breakfast so that they feel evidence about the detours (Belza et al., 2019) made by the educators expected and comfortable (Tardos, 2014; Belza, 2015). These transitions from the counter where the utensils – that they move, put down or serve, are fundamental in infant daily life in order to ensure security and moving closer to the children at the table – are kept, until they return to welfare. The expert PikLEd educator prepares them in such a way as to the counter. Furthermore, the T-patterns obtained illustrate that it is the create a solid framework in which children can integrate references that proxemic dimension that characterizes this instrumental sequence; help them settle, find their place and build structure (Falk, 2008). guaranteeing coherence between the physical and human elements that In short, what can be deduced from this work, in addition to the make up the early educational breakfast environment, and showing the specific matters relating to PikLEd, are the advantages of using TPA relevance of the intentional use of the space when it comes to establishing within the OM framework to dissect an everyday activity in its natural educator-child relationships. The expert PikLEd educator’s choice of context, and explain the components of early education intervention posture and distance is neither accidental nor improvised, but is a that satisfy basic infant needs. The results reveal a complex structure response to the level of intervention/interaction that she needs to of the everyday behavior of these educators, which provides insightful Frontiers in Psychology 10 frontiersin.org Belza et al. 10.3389/fpsyg.2023.1081785 information about the breakfast choreography, and how the expert Acknowledgments PikLEd educators establish interaction with the children. This represents a starting point from which to generate instructive material HB a postdoctoral researcher, contracted by the University of the for training early education professionals. In this sense, since the Basque Country, UPV/EHU, gratefully acknowledges the funding detected patterns integrate and structure various dimensions of received for a postdoctoral research stay at the Universitat Autònoma instrumental and non-verbal behavior, they allow us not only to assess de Barcelona, via grants for Spanish university system retraining for the result of such training, but also to create feedback during the 2021–2023. Margarita Salas modality, financed by the Ministerio de process itself (Santoyo et al., 2020; Sene-Mir et al., 2020). Therefore, Universidades and Next Generation EU. HB, MP, and MA gratefully this work makes a significant contribution in terms of addressing the acknowledge the support of a Spanish government sub-project: gap that exists in specific training programs for professionals working Integration ways between qualitative and quantitative data, multiple with the 0–3 age group; a gap that has been highlighted by various case development, and synthesis review as main axis for an innovative authors (Herrán et al., 2014; Escolano-Pérez, 2020). future in physical activity and sports research [PGC2018- As previously mentioned, one of the limitations of this study 098742-B-C31] (2019–2021) (Ministerio de Ciencia, Innovación y was the sample composition. Since the emphasis was on carrying Universidades, Programa Estatal de Generación de Conocimiento y out a detailed study of everyday interactions, the number of sessions Fortalecimiento Científico y Tecnológico del Sistema I + D + i), that is was somewhat limited, in addition to its heterogeneity for enabling part of the coordinated project New approach to research in physical the analysis of the relationships and integration of the different activity and sport from a mixed methods perspective (NARPAS_MM) dimensions of the educators’ behavior with each child in particular. [SPGC201800X098742CV0]. Also, they gratefully acknowledge the To be exact, it would be interesting to be able to integrate the role support given by the Generalitat de Catalunya (call SGR-Cat to of kinesic behavior into these patterns, so that instruction in support the scientific activity of research groups in Catalonia) to their responsive communicative abilities in early education could RESEARCH GROUP AND INNOVATION IN DESIGNS (GRID). be added to the training plan. Technology and multimedia and digital application to observational designs [2021 SGR 00718] (2022-2024). Finally, second and fourth authors gratefully acknowledge the support of a Spanish government Data availability statement project Integración entre datos observacionales y datos provenientes de sensores externos: Evolución del software LINCE PLUS y desarrollo de The raw data supporting the conclusions of this article will la aplicación móvil para la optimización del deporte y la actividad física be made available by the authors, without undue reservation. beneficiosa para la salud [EXP_74847] (2023). Ministerio de Cultura y Deporte, Consejo Superior de Deporte and European Union. Ethics statement Conflict of interest The studies involving human participants were reviewed and approved by the Committee for Ethics in Research and Teaching from The authors declare that the research was conducted in the the University of the Basque Country (UPV/EHU). 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