Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?

Nores, Milagros; Friedman-Krauss, Allison H.; Figueras-Daniel, Alexandra

doi:10.1016/j.ecresq.2021.09.011

Cited by 18 publications

(12 citation statements)

References 40 publications

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“…Our study indicates that teachers in the math-specific intervention group (MIG) were more often able to stimulate mathematics during free play after the training. We could not find any study with a similar result, but identified findings that might explain this phenomenon: Cabell et al (2013) and Nores et al (2022) found that children engaged in mathematics more often during free play than during structured activities, making it potentially easier for the teacher to tie on children's math-specific impulse during free play. Moreover, the teacher training was primarily designed to enhance interactions in everyday-related situations, which also includes free play.…”

Section: Discussionmentioning

confidence: 84%

“…This intervention provided teachers in toddler classrooms with strategies and tools to be more explicit and intentional in daily interactions and activities, both globally and in terms of specific content (such as math vocabulary and numeracy skills). However, how different activity settings contributes to this remains unclear, although present findings suggest that both free play and structured activities could be assets for effective teacher-toddler interactions (Nores et al, 2022).…”

Section: Improving Interactions In Toddler Classroomsmentioning

confidence: 77%

“…Likewise to findings regarding free play, there are studies that report higher interaction quality during structured activities (e.g., shared book reading; Booren et al, 2012;Vitiello et al, 2012;Wildgruber et al, 2016). However, different studies come to different conclusions whether there are higher levels of interaction quality during free play or during structured activities (Nores et al, 2022).…”

Section: The Role Of Activity Settingsmentioning

confidence: 97%

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Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Baron,

Linberg,

Dornheim

et al. 2024

Preprint

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This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do trainings improve global and math-specific interactions to the same extent and (2) does this improvement vary with activity setting (free play vs. structured activity)? Teachers from 95 toddler classrooms were randomly assigned to three groups: math-specific intervention (MIG), global intervention (GIG), and control (CG). The training was structured through nine modules emphasizing practical aspects, which included video analyses and role-plays. The results showed that the teacher training improved math-specific interactions in the MIG during free play, but not during structured activities. Global interaction quality did not significantly improve in both intervention groups compared to the control group. This study highlights the potential of teacher training to enhance interactions in ECEC by emphasizing the specific role of activity settings.

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Section: Discussionmentioning

confidence: 84%

Section: Improving Interactions In Toddler Classroomsmentioning

confidence: 77%

Section: The Role Of Activity Settingsmentioning

confidence: 97%

See 1 more Smart Citation

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Baron,

Linberg,

Dornheim

et al. 2024

Preprint

View full text Add to dashboard Cite

show abstract

“…This method is very functional, because it can enrich teaching resources, increase learning time flexibility and improve teacher-student (Wang, X., et, all, 2019). Next teachers' planning of programming and timing in classroom activities, content, and teaching and learning strategies may define the context in which higher or lower quality interactions then develop (Nores, Friedman-Krauss, & Figueras-Daniel, 2022) . Cognitive abilities in students can also be developed by telling stories using illustrated media to improve the cognitive development of children aged 5 to 6 years (Amirah, 2019).…”

Section: Discussionmentioning

confidence: 99%

What Education Should Be Provided to Early Childhood in The Millennial Era?

Sriyono

Rizkiyah²,

Widiyarto³

2022

J. Obs. J. Pendidik. Anak Usia Dini

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Early childhood education requires good and regular management and knowledge that is adapted to the millennial era. The method used is a qualitative method with data collection techniques through observation, interviews, documentation and literature studies and triangulation techniques are used. The respondents were 8 people (teachers, school principals and parents). The study was conducted from January to June 2022. The results of the study stated that basic education that must be mastered includes moral/religious abilities, physical motor skills, arts/languages, emotional and cognitive abilities. These abilities are implemented based on good education management, and are supported by millennial century skills such as computer introduction to simple coding for students. Learning in the millennial era demands changes in educational management that are adapted to technology. Application of wireless communication technology and virtual reality for preschool education information will be realized. A complete change in the way of preschool education is needed and ultimately cultivating children who are morally, intellectually, physically and artistically qualified.

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“…Despite the multifaceted benefits of early science education, science is a much less emphasized subject area in early childhood education [62,71]. Research investigating early childhood teachers' instructional time allocations found that teachers spent much less time on science activities than on literacy, language, mathematics, and social study activities [73,74]. Relatedly, early childhood teachers' perceived confidence and capacity in teaching science is lower than in other subject areas, which may lead to fewer science learning opportunities in the classroom [73,75].…”

Section: Current State Of Science Learning In Early Childhood Educati...mentioning

confidence: 99%

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

Chen,

Sermeno,

Hodge

et al. 2024

Education Sciences

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The two goals of this study are to examine the impact of an early childhood teacher’s metacognition-driven, place-based science teaching professional development (PD) intervention and to explore the association between science teaching and environment quality and children’s self-regulated learning. A total of 110 children (Mage = 60 months) and 20 teachers from preschools and kindergartens in rural regions of Idaho, U.S., participated in this mixed-methods study between August 2022 and May 2023. Children’s and teachers’ pre-test and post-test data were collected using validated observation tools, surveys, and reflection journals. The results from repeated measures ANOVA and linear mixed regression show that there were statistically significant increases in children’s self-regulated learning scores and teachers’ science teaching efficacy and metacognitive knowledge, but not metacognitive regulation skill scores post-PD. Thematic analysis revealed evidence about children’s learning interests and inquiry skills, and that science activities supported children’s learning in other subjects and developmental domains (e.g., literacy, mathematics, and social-emotional skills). Our results indicate the potential for supporting young children’s self-regulated learning by training teachers to implement a developmentally appropriate, hands-on science curriculum that focuses on reflective thinking and a holistic understanding of science concepts and process skills.

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Activity settings, content, and pedagogical strategies in preschool classrooms: Do these influence the interactions we observe?

Cited by 18 publications

References 40 publications

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

Improving Global and Math-Specific Teacher–Toddler Interactions through an Intervention for Early Childcare Teachers: The Role of Activity Settings

What Education Should Be Provided to Early Childhood in The Millennial Era?

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

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