Differences in Kindergartners' Participation and Regulation Strategies across Time and Instructional Contexts

Autor/inn/en	Neitzel, Carin; Connor, Lisa
Titel	Differences in Kindergartners' Participation and Regulation Strategies across Time and Instructional Contexts
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 2, S.199-214 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2016.1273853
Schlagwörter	Kindergarten; Student Centered Learning; Self Control; Child Development; Teaching Methods; Student Participation; Observation; Profiles; Behavior Change; Child Behavior; Self Management; Learning Processes; Multivariate Analysis + Suchen Sie Ihr Suchwort? Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Selbstbeherrschung; Kindesentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Beobachtung; Charakterisierung; Profilanalyse; Selbstmanagement; Learning process; Lernprozess; Multivariate Analyse
Abstract	This study addressed questions about the function of children's various participation and regulation strategies in different instructional contexts and at different points in time in school. The developmental trajectories of kindergartners' academic participation and regulation strategy selection and use across the school year in teacher-directed and child-centered instructional contexts were investigated. Sixty-eight children participated in the study. To assess academic participation and regulation strategies, the children were observed in their kindergarten classrooms during teacher-led and child-directed activities on four occasions throughout the school year. At the start of kindergarten, the young children participated more frequently during teacher-directed activity than during student-centered activity; however, the children used deeper-level participation strategies and regulated more frequently in student-centered activities than in teacher-directed activities. Additionally, there were unique trajectories of change in the children's profiles of participation and regulation strategy use over the school year, in general as well as within and across instructional contexts. The study findings also indicate that early participation and regulation strategies may differentially influence future patterns of participation and regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01