Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills

Autor/inn/en	de Haan, Annika K. E.; Elbers, Ed; Leseman, Paul P. M.
Titel	Teacher-and Child-Managed Academic Activities in Preschool and Kindergarten and Their Influence on Children's Gains in Emergent Academic Skills
Quelle	In: Journal of Research in Childhood Education, 28 (2014) 1, S.43-58 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2013.851750
Schlagwörter	Student Development; Preschool Children; Kindergarten; Observation; Teacher Role; Early Childhood Education; Skill Development; Teaching Methods; Mathematics Skills; Reading Skills; Foreign Countries; Class Activities; Child Development; Student Role; Learning Activities; Play; Regression (Statistics); Netherlands + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Beobachtung; Lehrerrolle; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Reading skill; Lesefertigkeit; Ausland; Kindesentwicklung; Lernaktivität; Spiel; Regression; Regressionsanalyse; Niederlande
Abstract	The aim of this study was to assess whether children's development benefited from teacher-and child-managed academic activities in the preschool and kindergarten classroom. Extensive systematic observations during four half-days in preschool ("n"?=?8) and kindergarten ("n"?=?8) classrooms revealed that classrooms differed in the amount of time spent on teacher-managed academic activities. The time teachers spent on math activities was remarkably low. Teacher-managed activities accelerated children's development, particularly for preschool children ("n"?=?47); they showed larger gains in language, literacy, and math skills if their teacher devoted a relatively large proportion of classroom time to these topics. With regard to kindergarten children ("n"?=?45), only their math skills seemed influenced by their teacher's engagement in academic activities; these children showed larger gains in math skills if their teacher initiated many language and literacy activities. Children's language and literacy development benefited from child-managed language and literacy activities. In contrast, child-managed math activities were not related to children's gains in math skills. The study provides insight into children's daily experiences in the preschool classroom and yields important implications for the professional development of teachers in early childhood education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10