Characterizing Preschool Teachers’ Use of Teaching Practices to Promote Young Children’s Self-Determination Skills

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Qunshan Zheng, Patricia Snyder, Fang Xu
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Abstract

Self-determination refers to skills used to experience a quality of life consistent with one’s preferences, strengths, and needs. Theoretical and empirical literature has identified contextual opportunities for children to learn and use these skills in their everyday activities and routines. The present study used an investigator-developed observational coding system to describe and quantify preschool teachers’ use of teaching practices that could promote young children’s foundational self-determination skills. Twenty-one preschool teachers who had children with and without identified disabilities or developmental delays enrolled in their classrooms were observed for 15 min during two types of preschool classroom activities: child-initiated and teacher-directed. Teachers’ use of practices ranged from 6 to 60 occurrences across five self-determination skill categories, with an average of 24.43 occurrences in 30 min. Self-regard, self-direction, and self-advocacy practices were more frequently used than self-regulation and social problem-solving practices. Exploratory analyses of the observational data suggested differences in teachers’ use of self-determination teaching practices across the two types of activities and positive correlations between teachers’ use of self-determination teaching practices and the observed quality of teacher-child interactions. Implications of the study findings for teaching practices teachers can use to promote young children’s self-determination skills during classroom activities are discussed in the context of inclusive and high-quality early childhood education.

Abstract Image

学前教师利用教学实践提高幼儿自我决定技能的特点
自我决定指的是用来体验符合个人喜好、优势和需求的生活质量的技能。理论和实证文献指出了儿童在日常活动和常规中学习和使用这些技能的环境机会。本研究使用调查者开发的观察编码系统来描述和量化学前教师使用可促进幼儿基本自决技能的教学实践。研究人员对 21 名学前班教师进行了为期 15 分钟的观察,这些教师所教班级的儿童有的有残疾,有的没有残疾,有的发育迟缓,观察活动包括两种类型的学前班课堂活动:由儿童发起的活动和教师指导的活动。在五个自我决定技能类别中,教师使用的实践次数从 6 次到 60 次不等,30 分钟内平均使用 24.43 次。与自我调节和社会问题解决方法相比,自律、自我指导和自我倡导方法的使用频率更高。对观察数据的探索性分析表明,教师在两类活动中使用自我决定教学实践的情况存在差异,教师使用自我决定教学实践与观察到的师幼互动质量之间存在正相关。研究结果对教师在课堂活动中促进幼儿自我决定技能的教学实践的影响,将在全纳和高质量幼儿教育的背景下进行讨论。
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来源期刊
Early Childhood Education Journal
Early Childhood Education Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.30
自引率
14.80%
发文量
124
期刊介绍: Early Childhood Education Journal is a professional publication of original peer-reviewed articles that reflect exemplary practices in the field of contemporary early childhood education. Articles cover the social, physical, emotional, and intellectual development of children age birth through 8, analyzing issues, trends, and practices from an educational perspective. The journal publishes feature-length articles that skillfully blend 1) theory, research, and practice, 2) descriptions of outstanding early childhood programs worldwide, and 3) quantitative, qualitative, and mixed-methods research. Early Childhood Education Journal is of interest not only to classroom teachers, child care providers, college and university faculty, and administrators, but also to other professionals in psychology, health care, family relations, and social services dedicated to the care of young children. Areas of Emphasis: International studies; Educational programs in diverse settings; Early learning across multiple domains; Projects demonstrating inter-professional collaboration; Qualitative and quantitative research and case studies; Best practices in early childhood teacher education; Theory, research, and practice relating to professional development; Family, school, and community relationships; Investigations related to curriculum and instruction; Articles that link theory and best practices; Reviews of research with well-articulated connections to the field
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