Who, How, and Where: Ecological Learning Theory in Social Work Education

Pelech, William; Pelech, Sharon

doi:10.18848/1447-9494/cgp/v20/48733

Cited by 1 publication

(2 citation statements)

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“…Despite these limitations, the current study contributes to the literature regarding kindergarten teachers' beliefs, the roles of the classroom, and home environments when targeting early math skills as important content knowledge in kindergarten. By conceptualizing children's math experiences using cognitive constructivism (Echevarria & Graves, 2007;Eggen & Kauchak, 2010) and an ecological perspective (Hayslip, 2014;Pelech & Pelech, 2013), based on our findings, we suggest that four elements are important for children's math learning. These elements are reading and singing activities at home, the frequency and duration of math teaching, problem-solving activities in kindergarten classrooms, and arts or life-related materials in kindergarten classrooms.…”

Section: Conclusion/recommendationsmentioning

confidence: 75%

“…For children to become effective problem solvers and have proficient math abilities, they require time to consider problems, attempt various strategies, and discuss the problems with their peers, teachers, and other adults (Charlesworth & Lind, 2013;Hou & So, 2017). Ecological perspectives have indicated that an individual's learning occurs in myriad ways and in various contexts (Hayslip, 2014;Leu, 2008;Pelech & Pelech, 2013). Classroom and home learning environments, among others, are critical contexts that need to be carefully considered in combination, as children engage in diverse learning experiences (Cozza & Oreshkina, 2013;Gottfried & Gee, 2017;Hampden-Thompson & Galindo, 2017;Schütte, 2014).…”

Section: Early Experiences and Children's Math Learningmentioning

confidence: 99%

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Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Jung

Zhang

Chiang

2019

International Journal of Education in Mathematics Science and Technology

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This study investigates kindergarten children's mathematics learning with a focus on the role of teachers' mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers' beliefs regarding what is important for children's preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners' mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers' beliefs regarding mathematics readiness.

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Section: Conclusion/recommendationsmentioning

confidence: 75%