Engagement in Early Childhood: Considering Conceptual Clutter and Existing Measures

Autor/inn/en	Shafer, Ashley E.; Wanless, Shannon B.
Titel	Engagement in Early Childhood: Considering Conceptual Clutter and Existing Measures
Quelle	In: Early Childhood Education Journal, 51 (2023) 2, S.257-270 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shafer, Ashley E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-021-01297-9
Schlagwörter	Young Children; Early Childhood Education; Learner Engagement; Definitions; Attitudes; Alignment (Education); Measurement + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Begriffsbestimmung; Attitude; Einstellung; Verhalten; Messverfahren
Abstract	The changing landscape of early childhood education related to accountability-driven assessments is creating the need to understand how these changes effect engagement. Children's engagement in school is one of the leading predictors of learning (Carini et al. in Research in Higher Education 47(1):1-32, 2006; Fredricks et al. in Review of Educational Research 74(1):59-109, 2004). However, there appears to be a range of ideas about the conceptualization and measurement of engagement. This review investigates the conceptualization and measurement of engagement in early childhood education and how measures align with conceptualizations. Findings reveal engagement is defined as solely behavioral in eight (38%) of the 21-articles reviewed, with most articles (67%) measuring engagement through observations. Additionally, most articles (95%) align their conceptualization and measurement of engagement. Opportunities for fine-tuning approaches to measuring engagement in early childhood are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01