Beliefs associated with support for child-centred learning environment among Hong Kong pre-service early childhood teachers

Sum Kwing CHEUNG, Elsa Ka-wei LING, Kit Ying Suzannie LEUNG

Research output: Contribution to journalArticles

3 Citations (Scopus)

Abstract

The physical, social and temporal dimensions of the classroom environment have an important role in children’s learning. This study examines the level of support for child-centred learning, and its associated beliefs, that is provided by Hong Kong’s pre-service early childhood teachers. Two hundred and seventy-five students from a pre-service early childhood teacher training programme completed a questionnaire; in general, these students believed that teachers should create physical, social and temporal environments which are child-centred in early childhood education settings. Linear regression analyses showed that the students’ perceived importance of fostering children’s social and communication competence in early childhood programmes, and their belief in children’s competence in self-learning, were significant positive correlates of their level of support for all dimensions of child-centred learning environment. Their self-perceived competence in managing children’s behaviours was, however, a significant negative correlate of their level of support for child-centred social and temporal environment. This study then discusses the implications of these findings for pre-service early childhood teacher education. © 2017 Informa UK Limited, trading as Taylor & Francis Group.
Original languageEnglish
Pages (from-to)232-244
JournalJournal of Education for Teaching
Volume43
Issue number2
Early online date16 Feb 2017
DOIs
Publication statusPublished - 2017

Citation

Cheung, S. K., Ling, E. K.-W, & Leung, S. K. Y. (2017). Beliefs associated with support for child-centred learning environment among Hong Kong pre-service early childhood teachers. Journal of Education for Teaching: International Research and Pedagogy, 43(2), 232-244.

Keywords

  • Pre-service teachers
  • Beliefs
  • Child-centred learning environment
  • Early childhood education

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