ERIC Number: EJ1438444
Record Type: Journal
Publication Date: 2024
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1040-9289
EISSN: EISSN-1556-6935
First Insights into Preschool Teachers' Instructional Quality in Block Play and Its Associations with Children's Knowledge, Interest, Academic Self-Concept and Cognitive Aspects
Early Education and Development, v35 n7 p1501-1523 2024
"Research Findings:" Promoting children's science knowledge by adequate measures such as guided or free play is a cardinal goal of preschool. However, there is considerable variability in preschool teachers' instructional quality in block play, which might be associated with children's domain-specific science skills but also their mathematic and language achievement. To examine preschool teachers' instructional quality in a free block play episode we used a video-based assessment. We assessed children's knowledge in block play along with mathematics, language capacity, self-concept and cognitive skills. In order to obtain first insights into the association between teachers' practice and children's knowledge, we took a correlational approach. The sample consisted of N = 73 preschool teachers and N = 431 children. The results revealed considerable differences between preschool teachers' instructional quality. Overall instructional quality during block play as well as specific dimensions such as the use of spatial language, math language and cognitive activating scaffolding were positively associated with children's stability knowledge in block play. Moreover, preschool teachers' general language use and stimulation of communication as well as their sensitivity were positively associated with children's self-concept in block play. "Practice and policy:" Our study emphasizes the importance of preschool teachers' support for children's knowledge and self-concept and expands prior findings on early science learning.
Descriptors: Foreign Countries, Preschool Children, Preschool Curriculum, Preschool Education, Preschool Teachers, Play, Manipulative Materials, Object Manipulation, Science Education, Science Activities, Scientific Concepts, Teaching Styles, Thinking Skills, Mathematics Skills, Language Skills, Teacher Effectiveness, Self Concept
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A