6533b82cfe1ef96bd12900ba
RESEARCH PRODUCT
Kindergarten teachers adjust their teaching practices in accordance with children's academic pre-skills
Eija PakarinenJari-erik NurmiMarja-kristiina LerkkanenMartti SiekkinenPoikkeus Anna-maijasubject
Scoring systemEmotional supportmedia_common.quotation_subjectTeaching methodMultilevel modellingeducationExperimental and Cognitive Psychologybehavioral disciplines and activitiesEducationReading (process)behavior and behavior mechanismsDevelopmental and Educational PsychologyMathematics educationta516Psychologyta515media_commondescription
This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2011-01-01 | Educational Psychology |