Chinese and US Preschool Teachers' Beliefs about Children's Cooperative Problem-Solving during Play

Autor/inn/en	Jin, Meilan; Moran, Mary Jane
Titel	Chinese and US Preschool Teachers' Beliefs about Children's Cooperative Problem-Solving during Play
Quelle	In: Early Childhood Education Journal, 49 (2021) 3, S.503-513 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jin, Meilan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-020-01087-9
Schlagwörter	Problem Solving; Play; Cooperative Learning; Teacher Attitudes; Teaching Methods; Decision Making; Personal Autonomy; Scaffolding (Teaching Technique); Classroom Environment; Video Technology; Recall (Psychology); Foreign Countries; Cross Cultural Studies; Skill Development; Peer Relationship; Preschool Children; Preschool Teachers; China; United States + Suchen Sie Ihr Suchwort? Problemlösen; Spiel; Kooperatives Lernen; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Decision-making; Entscheidungsfindung; Individuelle Autonomie; Klassenklima; Unterrichtsklima; Abberufung; Ausland; Cultural comparison; Kulturvergleich; Kompetenzentwicklung; Qualifikationsentwicklung; Peer-Beziehungen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; USA
Abstract	Many researchers have investigated the cooperative problem solving (CPS) of children during play; however, there is a lack of studies focused on teachers' beliefs about how to support the development of children's CPS in classrooms. This study aims to investigate the pedagogical beliefs of Chinese (n = 3) and US (n = 3) teachers about the CPS of children during play and their decision-making capabilities in supporting children to advance this skill in classrooms. A semi-structured interview was conducted with the integration of video-stimulated recall approach in order to achieve this aim. Results confirm that the Chinese and US teachers believe that children are competent and have the autonomy to decide how to solve problems with their peers. The beliefs are similar across the teachers, whereas their execution of these beliefs varies, which reflects their cultural uniqueness in scaffolding and creating classroom environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01