The Quality of Teacher-Child Interactions during the Enactment of Playful Science Games in Preschool

Autor/inn/en	Guarrella, Cristina; Cohrssen, Caroline; van Driel, Jan
Titel	The Quality of Teacher-Child Interactions during the Enactment of Playful Science Games in Preschool
Quelle	In: Early Education and Development, 33 (2022) 4, S.634-654 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guarrella, Cristina) ORCID (Cohrssen, Caroline) ORCID (van Driel, Jan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1900993
Schlagwörter	Teacher Student Relationship; Interaction; Science Education; Preschool Teachers; Preschool Children; Preschool Education; Educational Games; Concept Formation; Instructional Effectiveness; Classroom Environment; Foreign Countries; Scientific Concepts; Australia; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Naturwissenschaftliche Bildung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Educational game; Lernspiel; Concept learning; Begriffsbildung; Unterrichtserfolg; Klassenklima; Unterrichtsklima; Ausland; Australien
Abstract	Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for concept development interactions, in particular analysis and reasoning. Further, classroom observations revealed that instructional support quality was higher during the time teachers enacted a Northern Territory Preschool Science Game compared with the broader early childhood education program. In line with the primary affordance of the games, there was also a marked increase in concept development during these periods. Practice or Policy: These findings suggest that this science teaching resource provides a supportive structure for teachers to transform pedagogical prompts into teaching practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01