The Jingle-Jangle of Approaches to Learning in Prekindergarten: A Construct with Too Many Names

Autor/in	Beisly, Amber H.
Titel	The Jingle-Jangle of Approaches to Learning in Prekindergarten: A Construct with Too Many Names
Quelle	In: Educational Psychology Review, 35 (2023) 3, Artikel 79Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beisly, Amber H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09796-4
Schlagwörter	Preschool Education; Learning Processes; Cognitive Style; Young Children; Misconceptions; Theories; Child Behavior; Reliability; Educational Research; Research Reports; Vocabulary; Language Usage; Definitions; Academic Language + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Frühe Kindheit; Missverständnis; Theory; Theorie; Reliabilität; Bildungsforschung; Pädagogische Forschung; Research report; Forschungsbericht; Wortschatz; Sprachgebrauch; Begriffsbestimmung; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache
Abstract	Approaches to Learning (AtL) is an umbrella construct describing children's attitudes, habits, and learning styles as they engage in learning. First introduced by the National Education Goals Panel to indicate a child's readiness to learn in school, AtL includes openness to new tasks, initiative, task persistence, and imagination. Over the years, this construct has been studied in various ways, leading to inconsistencies in terms, operationalizations, and measurements. This paper examined the issues surrounding the inconsistencies in previous research on AtL in studies focused on prekindergarten children. One consistency included the broad set of characteristics attributed to the construct of AtL, resulting in a jingle fallacy. Another inconsistency occurred when researchers used different terms to describe similar constructs, resulting in a jangle fallacy. In this case, adjustment, behavioral engagement, and classroom participation were reported as separate constructs in the literature yet were measured using AtL measurements. The paper concluded by offering ways to reduce the conceptual clutter surrounding AtL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01