Developing Young Children's Thinking Skills in Greek Early Childhood Classrooms: Curriculum and Practice

Autor/in	Birbili, Maria
Titel	Developing Young Children's Thinking Skills in Greek Early Childhood Classrooms: Curriculum and Practice
Quelle	In: Early Child Development and Care, 183 (2013) 8, S.1101-1114 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2013.772990
Schlagwörter	Thinking Skills; Foreign Countries; Young Children; Early Childhood Education; Teaching Methods; Questioning Techniques; Vignettes; Questionnaires; Preschool Teachers; Goal Orientation; Skill Development; Language Usage; Greece + Suchen Sie Ihr Suchwort? Denkfähigkeit; Ausland; Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Befragungstechnik; Fragetechnik; Fragebogen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Zielorientierung; Zielvorstellung; Kompetenzentwicklung; Qualifikationsentwicklung; Sprachgebrauch; Griechenland
Abstract	In early childhood education, opportunities for developing children's thinking skills are unlimited. One of the most effective teaching strategies for this purpose is open-ended questioning. The study presented here aimed to explore the degree to which Greek early childhood teachers promote the development of thinking skills in their pupils. Data were collected by presenting teachers with five hypothetical teaching situations and asking them to write down the learning goals they would set for children in each situation and the questions they would ask in order to achieve these goals. The questionnaire was given to 110 early childhood teachers during a professional development course offered by Aristotle University of Thessaloniki, between 2010 and 2012. Data analysis suggests that the majority of teacher questions are at the recall level and guide children to focus their attention to declarative knowledge instead of procedural knowledge. The cases in which teachers picked up on and supported children's actions with the purpose of enriching their experience and extending their thinking skills were alarmingly few. The paper concludes with a discussion of the implications of the findings for teacher training. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10