Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

Salminen, Jenni; Lerkkanen, Marja‐Kristiina; Poikkeus, Anna‐Maija; Pakarinen, Eija; Siekkinen, Martti; Hännikäinen, Maritta; Poikonen, Pirjo-Liisa; Rasku‐Puttonen, Helena

doi:10.1080/10409289.2011.574267

Cited by 57 publications

(40 citation statements)

References 52 publications

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“…The ECCOM has been translated and successfully adapted for use in educational settings in Finland (Lerkkanen, Kikas, et al, 2012). In the present study, the ECCOM also shows convergent validity with other observational measures of classroom practices, such as the CLASS (Salminen et al, 2012).…”

Section: Measures Classroom Observations Of Teaching Practices the Ementioning

confidence: 70%

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

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2 Research Highlights How do child-centered versus teacher-directed practices promote academic skills development? Child-centered practices contribute positively to academic skills development at school.  The effect of child-centered practices on academic skills did not depend on the initial skill level  Teacher-directed practices are negatively associated with average and high reading skills. AbstractThis study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of childcentered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of childcentered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.Keywords: reading, math, child-centered practices, teacher-directed practices, Grade 1 5 Child-Centered versus Teacher-Directed Teaching Practices:Associations with the Development of Academic Skills in the First Grade at School A considerable body of literature indicates that early childhood education (ECE) classroom practices impact child outcomes (Burchinal et al., 2008;Burchinal, Peisner-Feinberg, Pianta, & Howes, 2002). The majority of this research has been conducted in preschools and kindergartens, but only a few studies have focused on the first school year in depth. For example, a wide range of documentation exists on the positive relationship between child-centered teaching practices and children's social skills and academic pre-skills at the preschool age (Stipek, Feiler, Daniels, & Milburn, 1995). However, children with poor academic skills seem to benefit from teacher-directed practices later on in kindergarten (Huffman & Speer, 2000) and at school age (Kikas, Peets, & Hodges, 2014). The present study examined the extent to which child-centered and teacher-dire...

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Section: Measures Classroom Observations Of Teaching Practices the Ementioning

confidence: 70%

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Lerkkanen

Kiuru

Pakarinen

et al. 2016

Early Childhood Research Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…This approach would complement variable-oriented research because it provides a basis for: (i) identifying ''naturally occurring'' subgroups; (ii) examining how large the subgroups are; (iii) seeing how the membership of subgroups changes over time; and (iv) discovering the key antecedents and outcomes for being a member of a particular subgroup. Although there are a few studies that have applied a person-oriented approach in investigating teacher-initiated classroom interaction (LoCasale-Crouch et al, 2007;Salminen et al, 2012), as far as we know, no studies have yet used a personoriented approach to determine which combinations of child characteristics influence teachers' methods of instruction and teacher-child relationships.…”

Section: Methodological Conclusionmentioning

confidence: 99%

Students’ evocative impact on teacher instruction and teacher–child relationships

Nurmi

Kiuru

2015

International Journal of Behavioral Development

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Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment-in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a child's characteristics and active efforts may evoke different instructional patterns and responses among teachers. Then follows a review of previous research on the role of children's academic performance, their motivation and their socio-emotional characteristics in their teachers' instruction methods and teacher-child relationships. Some of the mechanisms that may be responsible for these ''evocative impacts'' are discussed. Classroom interactions initiated by the child, and those initiated by the teacher will then be considered from the perspective of the transactional theory of teacher-child interactions. Finally, some conclusions are drawn concerning possible future classroom research.

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“…Four Finnish preschool teachers were selected as informants from the total of 49 of those participating in the 'First Steps' follow-up study. In a previous study by Salminen et al (2012), the original 49 teachers were divided into four subgroups on the basis of observed classroom quality, as assessed with the Classroom Assessment Scoring System (CLASS; Pianta, LaParo, & Hamre, 2008), utilizing the mixture modelling procedure of the Mplus 5.0 statistical package. CLASS is designed to measure the classroom level variables (i.e., observed indicators of classroom quality) in three domains: (1) emotional support, (2) classroom organization, and (3) instructional support, by rating each aspect numerically from 1 to 7.…”

Section: Datamentioning

confidence: 99%

Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions

Salminen

2013

FLR

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Observed Classroom Quality Profiles of Kindergarten Classrooms in Finland

Cited by 57 publications

References 52 publications

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school

Students’ evocative impact on teacher instruction and teacher–child relationships

Case study on teachers’ contribution to children’s participation in Finnish preschool classrooms during structured learning sessions

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