This study aims to explore the reliability, construct validity, and content validity of the Child Learning and Developmental Playful Assessment Battery (Batería de Evaluación Lúdica del Aprendizaje y Desarrollo Infantil; BELADI), a quantitative instrument based on the authentic assessment and playful learning principles, the purpose of which is to assess infant learning and development through motor and competitive games as well as storytelling. The sample was composed of 113 children from Albacete (Spain) between 58 and 72 months of chronological age (M = 64.72; SD = 3.671). To explore the content validity, an expert judgement was carried out and the Content Validity Coefficient (CVC) was calculated. The reliability was analysed using the Cronbach’s alpha and McDonald’s Ω, and an exploratory factor analysis (EFA) was conducted. The results revealed high reliability indexes in each of the developmental domains, and the EFA included 11 items distributed in two factors for the psychomotor domain, 27 items grouped in three factors for the cognitive domain, and 20 items divided into four factors for the socioemotional domain. In conclusion, the study verifies the validity and reliability of the BELADI for the assessment of the infant learning and development through play, which may be used in research, education, and psychopedagogy.

The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.

Nowadays bullying has become one of the biggest challenges faced by teachers all around the world due to the consequences it has on the victims in the long and short term. The most common consequences expressed by bullying victims are anxiety, depression, socialization problems, lower self-esteem, and a negative perception of their body image. The negative perfection of body image has a very strong relationship with the development of eating disorders. Due to this fact, it is crucial to study the relationship that bullying and eating disorders might have. By using PRISMA model (Page et al., 2021) a systematic review to prove this relationship has been developed. After searching and analyzing different articles, the included sample and the instruments used, it was possible to conclude that being a victim of bullying is related with developing an eating disorder. For this reason, it is crucial to create prevention programs at schools that help teachers, parents and the different professionals to face both problems as it is essential to keep students safe inside and outside the classroom. Keywords: Bullying; eating disorders; body image; systematic review; physical education; prevention.

This chapter presents research based on evidence, where the way of favoring the promotion of thought and the opportunities for play as a learning resource is investigated. Twenty-four three-year-old children and one teacher participated in the study. The research is based on psychology and pedagogy's empirical contributions about the game and its implication with cognitive processes and learning. The implemented method consisted of direct observation, supported by video recordings in the classrooms and during playtime. Results revealed that the promotion of thought was scarce, and there were also few opportunities for playful learning. Thus, the most frequently encouraged thinking types were connections, explanations, self-questioning and inquiring, and thinking dispositions observed during play – such as being open, adventurous, curious, and willing to be intellectually careful. In sum, a proposal based on playful learning is designed to respond to the needs found to achieve the research goals.

The aim of the study was to analyse the effect of two motor intervention programmes, based on two different learning environments, on relevant dimensions in early childhood education: motor development, language development, mathematical thinking, motivation, and character. The research was conducted as a pilot study with children aged 4-5 years, based on a quasi-experimental group comparison design with pretest and post-test. The learning environment of the first group (n = 26) was based on Colombian legends, while the learning environment of the second group (n = 18) was based on the teacher’s playful pedagogical project. For data collection a sociodemographic data record sheet, the Utrecht and TEPSI tests, and the EMAPI were used. The results showed improvements in both groups in the explored dimensions, with the most significant changes occurring in the group whose learning environment was based on the teacher’s playful pedagogical project. These results confirm that motor intervention programmes in Physical Education have a positive impact on child development in early childhood education.