This paper reports results of an experimental study that assessed the efficacy and teachers’ perception of feasibility of a set of structured games for promoting curriculum learning goals in 12 prekindergarten and kindergarten classrooms in Chile. We developed four structured games aligned with the Chilean curriculum learning goals, and that were adequate to the material and human conditions of low-income classrooms in Chile. Six classrooms implemented the games in the course of 6 months, and the other six received them at the end of the intervention. One-hundred-and-twenty-one children were evaluated in letter-word identification, math problem solving, phonological awareness, and science word knowledge at the beginning and end of the school year. Head teachers were interviewed about the games’ feasibility in their classrooms and their ability to engage the children. Multilevel regression results show that children in classrooms that implemented the games increased more than children in no-game classrooms in their letter-word identification, math problem-solving, and phonological awareness scores, controlling for grade level, entry receptive vocabulary, and entry executive function. Head teachers found the games engaging and fun for the children. They reported few difficulties in implementing the games in authentic classroom conditions. Results are analyzed regarding contributions to extant literature on playful learning and games, as well as implications for the successful use of playful methodologies for the promotion of academic learning goals in preschool classrooms in low- and middle-income countries.

本文报告了一项实验研究的结果，该研究评估了智利 12 个学前班和幼儿园教室中一套用于促进课程学习目标的结构化游戏的有效性和教师对可行性的看法。我们开发了四种符合智利课程学习目标的结构化游戏，并且适合智利低收入教室的物质和人文条件。六个教室在六个月的时间内实施了游戏，另外六个教室在干预结束时接受了游戏。在学年开始和结束时，对 121 名儿童进行了字母单词识别、数学问题解决、语音意识和科学单词知识方面的评估。校长接受了采访，了解游戏在课堂上的可行性以及他们吸引孩子们的能力。多级回归结果显示，在控制年级水平、入门接受词汇和入门执行能力的情况下，实施游戏的教室中的儿童在字母单词识别、数学问题解决和语音意识方面的得分比没有游戏的教室中的儿童提高了更多功能。校长们发现这些游戏对孩子们来说很有吸引力且有趣。他们报告说，在真实的课堂条件下实施游戏几乎没有困难。分析了对现有关于有趣学习和游戏的文献的贡献的结果，