Pablo Rupin
Biographic Data
| ID | 9710062 |
|---|---|
| NAME | Pablo Rupin |
| GIVEN NAMES | Pablo |
| FAMILY NAME | Rupin |
| SIGNATURE | RUPIN P |
| AFFILIATIONS | University of O'Higgins |
| ORCID | 0000-0001-7255-9004 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
School leaders’ perceptions, practices and aspirations about schoolification in Ecec
This paper explores school leaders’ perspectives on Early Childhood Education and Care (ECEC) schoolification and how they tackle this trend, drawing upon literature on leadership in both the ECEC context and the school system. Through a qualitative framework, 10 Chilean leaders from five publicly funded K-12 (kindergarten to Grade 12) schools – principals and instructional coordinators – were interviewed. Findings show that school leaders know l…
“So, We Can’t Play”
Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between early childhood education and primary education in Chile. The study was conducted in four Chilean schools, with the transition levels of Chilean early childhood education (children aged 4 and 5) and…
No prominent works on this page.
“So, We Can’t Play”
Based on a reflection on the tensions between play, education, and learning in early childhood, this article aims to identify and analyze the factors that limit or negatively condition the possibilities for play at school during the transition between early childhood education and primary education in Chile. The study was conducted in four Chilean schools, with the transition levels of Chilean early childhood education (children aged 4 and 5) and…
School leaders’ perceptions, practices and aspirations about schoolification in Ecec
This paper explores school leaders’ perspectives on Early Childhood Education and Care (ECEC) schoolification and how they tackle this trend, drawing upon literature on leadership in both the ECEC context and the school system. Through a qualitative framework, 10 Chilean leaders from five publicly funded K-12 (kindergarten to Grade 12) schools – principals and instructional coordinators – were interviewed. Findings show that school leaders know l…
Children's Rights and Participation (2 works) · Early childhood (2 works) · Early childhood education (2 works) · Early Childhood Education and Development (2 works) · Child Development and Digital Technology (1 work) · Critical reflection (1 work) · Developmental psychology (1 work) · Educational leadership (1 work) · Ethnography (1 work) · Instructional leadership (1 work)