A Multinational Study Supports Child-Initiated Learning: Using the Findings in Your Classroom

Autor/inn/en	Montie, Jeanne; Claxton, Jill; Lockhart, Shannon
Titel	A Multinational Study Supports Child-Initiated Learning: Using the Findings in Your Classroom
Quelle	In: Young Children, 62 (2007) 6, S.22-26 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1538-6619
Schlagwörter	Group Instruction; Group Activities; Preschool Education; Caregivers; Preschool Teachers; Teaching Methods; Academic Achievement; Elementary School Students; Foreign Countries; Followup Studies; Teacher Qualifications; Classroom Techniques; Classroom Environment; Learning Activities; Educational Attainment; Student Participation; Language Skills; Cognitive Ability; Scores; Educational Resources; Outcomes of Education; Correlation + Suchen Sie Ihr Suchwort? Gruppenunterricht; Gruppenaktivität; Pre-school education; Vorschulerziehung; Caregiver; Carer; Betreuungsperson; Pfleger; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Ausland; Follow-up studies; Kontaktstudium; Lehrqualifikation; Klassenführung; Klassenklima; Unterrichtsklima; Lernaktivität; Bildungsabschluss; Bildungsgut; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Language skill; Sprachkompetenz; Denkfähigkeit; Bildungsmittel; Lernleistung; Schulerfolg; Korrelation
Abstract	Sponsored by the International Association for the Evaluation of Educational Achievement (IEA), the IEA Preprimary Project is a multinational study of unprecedented size and scope. At age seven, in primary school, more than eighteen hundred children from 10 of the participating countries had follow-up assessments. The study affirms that preschool teachers' educational backgrounds and classroom practices matter, that how teachers organize their classrooms and learning activities makes a difference. Four findings, consistent across countries, emerged. At age seven, the children: (1) whose preprimary teachers or caregivers had had more years of education had higher language scores; (2) who had more opportunities in preschool to choose their own activities, rather than spending their time in personal care (such as hand washing, eating, or dressing) and group social activities (like show-and-tell), had higher language scores; (3) who spent less time in whole group activities at age four had higher cognitive scores; and (4) who were in preschool classrooms with a greater number and variety of materials had higher cognitive scores. In this article, the authors interpret these findings for classroom application. The IEA Preprimary Project's findings confirm that, despite the diversity of children's experiences in early childhood settings in different countries, there are common classroom practices that lead to desirable child outcomes. The findings emphasize the importance of child-initiated activities and deemphasize whole group instruction. (ERIC).
Anmerkungen	National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10