Exploring teacher sensitivity, instructional learning formats, and concept development in early childhood classrooms

Yasmin FONG, Yue On James KO

Research output: Contribution to conferencePapers

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 languageEnglish
Publication statusPublished - Apr 2021
Event2021 Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility" - , United States
Duration: 08 Apr 202112 Apr 2021
https://www.aera.net/Events-Meetings/2021-Annual-Meeting

Conference

Conference2021 Annual Meeting of American Educational Research Association: "Accepting Educational Responsibility"
Abbreviated titleAERA 2021
Country/TerritoryUnited States
Period08/04/2112/04/21
Internet address

Citation

Fong, Y., & Ko, J. (2021, April). Exploring teacher sensitivity, instructional learning formats, and concept development in early childhood classrooms. Paper presented at The American Educational Research Association Annual Meeting (AERA 2021), USA.

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