Experiential Education in Kindergarten: Associations with School Adjustment and the Moderating Role of Initial Achievement

Autor/inn/en	de Bilde, Jerissa; Boonen, Tinneke; Speybroeck, Sara; De Fraine, Bieke; Van Damme, Jan; Goos, Mieke
Titel	Experiential Education in Kindergarten: Associations with School Adjustment and the Moderating Role of Initial Achievement
Quelle	In: Elementary School Journal, 116 (2015) 2, S.173-197 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/683802
Schlagwörter	Experiential Learning; Kindergarten; Foreign Countries; Personal Autonomy; Stimulation; Emotional Response; Time; Class Activities; Student Interests; Reading Achievement; Arithmetic; Mathematics Achievement; Parents; Preschool Teachers; Hierarchical Linear Modeling; Student Characteristics; Predictor Variables; Student Adjustment; Student Participation; Teaching Styles; Longitudinal Studies; Achievement Tests; Questionnaires; Socioeconomic Status; Observation; Likert Scales; Belgium + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Individuelle Autonomie; Emotionales Verhalten; Zeit; Studieninteresse; Leseleistung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Eltern; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Prädiktor; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrstil; Unterrichtsstil; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Fragebogen; Socio-economic status; Sozioökonomischer Status; Beobachtung; Likert-Skala; Belgien
Abstract	Experiential education is a child-centered educational framework that is popular in Flemish kindergartens. In this study, the impact of five experiential practices (autonomy support, stimulation, emotional support, time for choice activities, and interest-based activities) and the moderating influence of initial achievement (language and arithmetic achievement) was examined. Data were collected on 2,360 kindergartners (139 classes), their parents, and their teachers. Hierarchical linear models examined the extent to which experiential practices and children's background characteristics predicted several aspects of children's school adjustment: language and arithmetic achievement, school enjoyment, and independent participation. Results indicated that not all experiential practices were related to optimal school adjustment; a stimulating teaching style was related to greater learning gains in academic achievement, but an autonomy-supportive teaching style was related to smaller learning gains in academic achievement, especially among low-achieving children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01