Self-efficacy experiences in day care and primary school from the children’s perspective: A starting point for the reflection of didactic and methodological competences of adult educators

Abstract

This paper discusses self-efficacy as a key factor in children managing the transition to primary school, the threshold to formal education and further learning processes. In presenting results of a qualitative-longitudinal interview study of German preschool and primary school children’s perspectives on their self-efficacy experiences, it furnishes evidence for enhancing self-efficacy in pedagogical practice in a so-called mastery climate. Co-determined or self-determined opportunities for playing without adult intervention prove to be central in this to children’s self-efficacy. Following on from this, the discussion will make references to the pedagogical relevance of child-led or unsupervised play for the promotion of self-efficacy in both settings. In addition, based on the reflection of the concept of generational order, the study points to concrete starting points to focus on necessary didactic and methodological competences of adult educators for the appropriate design of child-oriented co-determined or self-determined learning settings.

Internalization of Inclusive Education Through Children's Literature With Disability Theme

“…This is a way to instill the value of inclusiveness as part of character building and competency improvement to create a chance that help learners to develop their selfefficacy. Self-efficacy, viewed as a facet of personality, is pivotal for children who possess a sense of empowerment, exhibit a can-do attitude, persist in their endeavors, and attribute their successes to their own competencies and efforts (Velten, 2022).…”

La organización de las aulas en educación infantil y primaria: el espacio como elemento clave en la transición

“…En segundo lugar, en ambas etapas hay una fuerte presencia del trabajo de la lectoescritura o la lógico-matemática, que busca desde 5Inf una preparación para primaria (pre-primaria) (Argos González et al, 2019). Pero el aula refleja el enfoque en la alfabetización y la aritmética, de 1Pri (Fisher, 2021;Rupin et al, 2023;Velten, 2021), con normas en las mesas lectura, escritura y matemáticas, imponiendo desde el espacio las nuevas prioridades.…”

Adults’ ad hoc practices in interviews with children - Ethical considerations in the context of adultness and generational ordering

“…The first study applied aspects of the mosaic approach (Clark and Moss, 2011) to interviews with 22 children aged five to seven conducted between March and November 2013. Each child was interviewed 4 months before (t1) and 4 months after (t2) they started school (Velten, 2021). Prior to each interview, the researcher asked the children to take photographs of actions and situations in which they felt engaged with and competent in their activities.…”