Abstract
Despite abundant research on early childhood education, the relationships of effective teaching practices in early childhood education are inconclusive. This study explored three selected teaching practices under the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008). Teacher sensitivity was hypothesized to promote both instructional learning formats and concept development directly, as well as enhance the latter indirectly through the former. Structural equation modelling was conducted on data of 395 observations at the 1st year of 44 kindergarten classrooms. The result of a much stronger effect of teacher sensitivity on instructional formats than on concept development is consistent with the findings in the literature, indicating a general greater emphasis on care rather than education in early childhood settings. Copyright © 2021 AERA.
Original language | English |
---|---|
Publication status | Published - Apr 2021 |
Event | 2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility" - , United States Duration: 08 Apr 2021 → 12 Apr 2021 https://www.aera.net/Events-Meetings/2021-Annual-Meeting |
Conference
Conference | 2021 Virtual Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility" |
---|---|
Abbreviated title | AERA 2021 |
Country/Territory | United States |
Period | 08/04/21 → 12/04/21 |
Internet address |