6533b830fe1ef96bd1297a5c
RESEARCH PRODUCT
The role of teaching practices in the development of children’s interest in reading and mathematics in kindergarten
Poikkeus Anna-maijaMarja-kristiina LerkkanenMartti SiekkinenJari-erik NurmiNoona KiuruJaana ViljarantaHelena Rasku-puttonenEija Pakarinensubject
Early childhood classroomTeaching methodReading (process)media_common.quotation_subjectPedagogyDevelopmental and Educational PsychologyMathematics educationta516Psychologyta515Educationmedia_commondescription
Abstract This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004 ) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in reading and mathematics.
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2012-10-01 | Contemporary Educational Psychology |