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1.
Katja Natale Jaana Viljaranta Marja‐Kristiina Lerkkanen Anna‐Maija Poikkeus Jari‐Erik Nurmi 《教育心理学》2009,29(5):603-619
The present study investigated whether kindergarten teachers' causal attributions would predict children's reading‐related task motivation and performance, or whether it is rather children's motivation and performance that contribute to teachers' causal attributions. To investigate this, 69 children (five to six years old at baseline) and their teachers were examined twice during the kindergarten year. Teachers filled in a questionnaire measuring their causal attributions twice during the kindergarten year. Information about the children's reading‐related task motivation and performance was gathered at the beginning of and at the end of the kindergarten year. The results showed that the higher the task motivation and performance in reading the children showed, the more the teachers attributed their success to ability and effort, and the less they attributed it to teachers' help. Teachers' ability and effort attributions for success, in turn, predicted a high level of children's subsequent task motivation in reading. Moreover, teachers seldom attributed high‐achieving children's failure to lack of ability or effort. 相似文献
2.
Gintautas Silinskas Ulla Leppänen Kaisa Aunola Rauno Parrila Jari-Erik Nurmi 《Learning and Instruction》2010,20(1):61-71
The aim of the present longitudinal study was to investigate factors contributing to mothers' and fathers' teaching of reading and mathematics to their children during kindergarten and Grade 1. It was assumed that mothers' and fathers' teaching during kindergarten would be influenced by their socioeconomic status and their own learning difficulties, whereas during Grade 1 by their children's academic performance. A total of 189 mothers and 165 fathers filled in questionnaires regarding their teaching of reading and mathematics twice, once in kindergarten and once in Grade 1. Children's reading and mathematics performance was also examined twice, once in kindergarten and once in Grade 1. The results showed that the lower the socioeconomic status of mothers and fathers, the more teaching of reading and mathematics they reported. Moreover, the lower the children's academic performance in reading and mathematics in the beginning of Grade 1, the more teaching by mothers and fathers reported later on. Overall, the results suggest that mothers and fathers adjust their teaching to the actual skill level of their children when their children enter primary school. 相似文献
3.
Basic numerical skills provide an important foundation for the learning of mathematics. Thus, it is critical that researchers and educators have access to valid and reliable ways of assessing young children's numerical skills. The purpose of this study was to evaluate the concurrent, predictive, and incremental validity of a two-minute paper-and-pencil measure of children's symbolic (Arabic numerals) and non-symbolic (dot arrays) comparison skills. A sample of kindergarten children (Mage = 5.86, N = 439) were assessed on the measure along with a number line estimation task, a measure of arithmetic, and several control measures. Results indicated that performance on the symbolic comparison task explained unique variance in children's arithmetic performance in kindergarten. Longitudinal analyses demonstrated that both symbolic comparison and number line estimation in kindergarten were independent predictors of 1st grade mathematics achievement. However, only symbolic comparison remained a unique predictor once language skills and processing speed were taken into account. These results suggest that a two-minute paper-and-pencil measure of children's symbolic number comparison is a reliable predictor of children's early mathematics performance. 相似文献
4.
Riikka Hirvonen Asko Tolvanen Kaisa Aunola Jari-Erik Nurmi 《Learning and individual differences》2012,22(6):715-723
Besides cognitive factors, children's learning at school may be influenced by more dynamic phenomena, such as motivation and achievement-related task-avoidant behavior. The present study examined the developmental dynamics of task-avoidant behavior and math performance from kindergarten to Grade 4. A total of 225 children were tested for their arithmetic skills in kindergarten and in Grades 1, 2, and 4 of elementary school. Children's task-avoidant behavior in learning situations was rated by their teachers. The results of latent growth curve analyses showed that math performance and task-avoidant behavior develop in tandem: an increase in task-avoidant behavior was related to less improvement in math performance. Furthermore, a high initial level of task-avoidant behavior predicted less improvement and slower improvement in math later on. 相似文献
5.
This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at private preschools, were randomly assigned to read either the mathematics or the literacy versions of written vignettes describing issues related to teaching these subjects. Teachers were interviewed individually concerning the vignettes. Analyses showed that teachers of middle-SES children tended to support literacy and mathematics education that respects individual children and their preferences and to oppose classroom use of computers; overall they emphasized nonacademic areas. Teachers of low-SES children tended to focus on literacy and mathematics to prepare children for kindergarten and to support computer use; they showed concern about their students' underdeveloped readiness to learn, particularly literacy. Analyses comparing subject matter showed that for literacy, teachers preferred to gear a curriculum toward children's interests and to allow children to follow their interests in a literacy-rich classroom to promote social competence and positive dispositions toward literacy. For mathematics, teachers preferred to embed mathematics into everyday routines to promote the learning of key knowledge and skills throughout the day. These findings have significant implications for professional development. 相似文献
6.
Lori E. Skibbe Annemarie H. Hindman Carol M. Connor Michelle Housey Frederick J. Morrison 《Early education and development》2013,24(5):687-703
Research Findings: A difficulty for developmental researchers is disambiguating children's general maturation from the influence of schooling. In this study, we use a natural experiment to examine the influence of prekindergarten and kindergarten schooling experiences on the development of literacy and mathematics. Children (n = 60) whose birthdates fell within 2 months of the state-determined cutoff date for prekindergarten and kindergarten entry were administered 4 subtests of the Woodcock–Johnson III Tests of Achievement in the fall and spring of the school year. Using hierarchical linear modeling coupled with propensity score matching, we found that children who were starting kindergarten and who had prior experience in prekindergarten had higher scores on measures of phonological awareness, early reading, and mathematics skills than did children who had not attended prekindergarten previously, even though they were essentially the same age. Fall vocabulary scores did not differ in relation to whether children had prekindergarten experience. In addition, although children who attended kindergarten as well as those who attended prekindergarten exhibited growth on all measures during the school year, children who attended kindergarten demonstrated greater gains in early reading and vocabulary during the school year. Practice or Policy: These findings highlight the potential of early schooling processes to facilitate children's intellectual growth. 相似文献
7.
David T. Burkam Laura LoGerfo Doug Ready Valerie E. Lee 《Journal of Education for Students Placed at Risk》2013,18(2):103-136
We use the Early Childhood Longitudinal Study to investigate national patterns addressing (a) who repeats kindergarten, and (b) the subsequent cognitive effects of this event. Using OLS regression techniques, we investigate 1st-time kindergartners who are promoted, 1st-time kindergartners who are retained, and children who are already repeating kindergarten. Boys, children from low socioeconomic backgrounds, and children who enter kindergarten younger than typical age standards are consistently at risk for repeating kindergarten, but racial/ethnic patterns differ across the 2 cohorts of kindergarten repeaters. Evidence suggests that repeating kindergarten rarely leads to cognitive benefits in literacy or mathematics performance. On average, kindergarten repeaters continue to perform below their peers in terms of literacy skills both at the end of kindergarten and at the end of first grade (effect size [ES] = ?0.20 and ?0.24, respectively). In mathematics, the performance differentials are smaller but remain statistically significant. Evidence suggests that these differences vary somewhat by children's background and the school setting. Most children appear to receive little or no cognitive benefit from repeating kindergarten, suggesting the need for a careful reconsideration of current retention practices. 相似文献
8.
Research Findings: Children from families of lower socioeconomic status (SES) enter kindergarten with less developed mathematical knowledge compared to children from middle SES families. This discrepancy is present at age 3 years and likely stems from differences in the home learning environment. This study reports SES-related differences both in the quantity and quality of mathematical support children receive in the home and in parent beliefs about early mathematical development and then compares both with children's performance on a comprehensive mathematics assessment. Participants included 90 children in their 1st year of preschool (2 years before kindergarten entry) and 88 children in their prekindergarten year (the year just prior to kindergarten entry). Both cohorts were balanced for SES and gender. The results suggested minimal SES-related variation in mathematical support received in either cohort but clear SES differences in parents’ beliefs about early mathematical development. Middle SES parents of children in both cohorts held higher expectations in terms of skills they expected children to possess by age 5, as well as a more accurate understanding of which skills are within the developmental range of most children by age 5. These differences accounted for unique variance in children's scores on the mathematics assessment. Practice or Policy: Implications are discussed. 相似文献
9.
《Early childhood research quarterly》1998,13(3):501-521
This investigation used structural equation modeling to examine sources of children's reading, vocabulary, general information, mathematics, and letter recognition skills upon entrance to kindergarten. Potential predictors included ethnicity, gender, child IQ, family literacy environment, maternal education, and months in child care centers. Family literacy environment had positive causal links with four of five academic measures. Greater number of months in child care centers was associated with higher mathematics scores among children from less educated mothers who scored low on a measure of family literacy environment. In contrast, no effects of child care were found for children from mothers with more education. Implications include the need for strong parental involvement in children's development and subsidized child care for children in need. 相似文献
10.
《Early childhood research quarterly》1998,13(2):241-261
Emergent literacy research has demonstrated that children begin constructing notions of literacy during the preschool years and that early experiences support children's literacy growth. Given that parents may have valuable insight into their preschool children's literacy development, we examined the hypothesis that parental reports from the preschool years could be good predictors of early literacy development once their children enter school. Drawing on data from a longitudinal study of literacy development among low-income children, we correlate reports prepared by parents when their children were three and four years old with the children's subsequent performance on individually administered tests in kindergarten and grade one and grade one teachers' evaluations of children. Correlational analyses reveal significant correlations between parental reports and grade one teacher reports and assessments. Regression models reveal that parental reports account for about a quarter of the variance in kindergarten tests and grade one teacher assessments and over a third of the variance in a decoding assessment given near the end of first grade. 相似文献
11.
Eija Pakarinen Noona Kiuru Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Martti Siekkinen Jari-Erik Nurmi 《European Journal of Psychology of Education - EJPE》2010,25(3):281-300
This study examined the extent to which observed teaching practices and self-reported teacher stress predict children’s learning
motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning
of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires
measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment
Scoring System (Pianta et al. 2008) to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional
support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high
learning motivation in children and that the children’s learning motivation contributed to their level of phonological awareness.
Moreover, children’s learning motivation mediated the association between teacher stress and children’s phonological awareness.
The results emphasize the importance of teachers’ pedagogical well-being and classroom organizational quality for children’s
learning motivation. 相似文献
12.
This longitudinal study examined cross-lagged relations of self-concepts of ability and achievement emotions (i.e., enjoyment, boredom, anxiety) in two central school subjects (i.e., mathematics and literacy). Adolescents (N = 848) reported their achievement emotions and self-concepts of ability four times during Grades 6 and 7. The pattern of results was different for mathematics and literacy subjects. For mathematics the results of random intercept cross-lagged panel models showed a positive reciprocal relationship between self-concepts of ability and enjoyment and a negative reciprocal relationship between self-concept and anxiety. Lower self-concepts of ability in mathematics also predicted higher boredom in mathematics but not vice versa. For literacy, in turn, self-concept of ability did not predict any of the achievement emotions and emotions did not predict literacy self-concept of ability. The results suggest that achievement emotions act as sources as well as consequences of adolescents’ self-concepts of ability, particularly in mathematics. 相似文献
13.
14.
数学是学前儿童学习和入学准备的重要领域,也是学前教育质量监测的重要方面。MQI评估系统作为一种评估数学课堂教学质量的框架,体现了最新数学教育观念,突出了数学的学科特性和认知要求,强调儿童的主动参与和生成性的教学过程,可同时对教师的教和儿童的学进行评估。本研究使用MQI评估系统对我国幼儿园大班数学集体活动的质量进行考察,结果表明除数学意义建构和数学语言之外,数学丰富度领域各维度表现水平不高;教师对儿童行为进行处理和反馈的水平较低;大多数活动片段中不存在数学表达和语言上的错误及不严密性问题;儿童参与有意义的解释或者提问和推理较少,参与活动的认知要求不高。幼儿园大班数学集体活动质量受到集体教学中"教"与"学"的关系、教师对数学领域知识和儿童数学发展目标的认知、教师评价儿童数学思维的能力及师幼互动技巧、教师培训与考核的侧重点等因素的影响。我国学前教育界应重视数学教育活动的过程性质量,关注儿童数学学习过程性能力的发展,并应在借鉴MQI评估系统的基础上开发适合我国幼儿园数学教育实践的质量评估系统。 相似文献
15.
Marja-Kristiina Lerkkanen Noona Kiuru Eija Pakarinen Jaana Viljaranta Anna-Maija Poikkeus Helena Rasku-Puttonen Martti Siekkinen Jari-Erik Nurmi 《Contemporary educational psychology》2012
This study examined the extent to which teaching practices observed in kindergarten classrooms predict children’s interest in reading and mathematics. The pre-skills in reading and mathematics of 515 children were measured at the beginning of their kindergarten year, and their interest in reading and mathematics were assessed in the following spring. A pair of trained observers used the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004) to observe the teaching practices used by 49 kindergarten teachers. The results revealed that in classrooms in which the teachers placed greater emphasis on child-centered teaching practices than on teacher-directed practices, the children showed more interest in reading and mathematics. 相似文献
16.
《The Journal of educational research》2012,105(6):429-441
ABSTRACTThe author examined whether mathematics instruction provided by kindergarten teachers is related to children's mathematics learning during the kindergarten year based on the children's socioeconomic status and race. Hierarchical linear modeling was employed using a large sample of kindergarten students to estimate relationships between the teacher's instructional approach (e.g., concrete-spatial, interpersonal, linguistic) and children's mathematics skills. Results showed that the teacher's instructional approach was selectively related to children's mathematics learning. Students in classrooms where teachers frequently employed a concrete-spatial instructional approach learned more during the kindergarten year. Students from lower socioeconomic backgrounds benefitted more from teachers who often employed an interpersonal approach, and Black/African American students benefitted less from classrooms where teachers relied more on a linguistic approach. The findings suggest that kindergarten teachers’ instruction needs to employ varied methods that take into account students’ mathematics skills and background characteristics. 相似文献
17.
This study explored preschool teachers' beliefs about the appropriateness of early literacy and mathematics education. In all, 60 teachers of 4-year-olds, half working with low-socioeconomic status (SES) children at publicly funded preschools and the other half with middle-SES children at private preschools, were randomly assigned to read either the mathematics or the literacy versions of written vignettes describing issues related to teaching these subjects. Teachers were interviewed individually concerning the vignettes. Analyses showed that teachers of middle-SES children tended to support literacy and mathematics education that respects individual children and their preferences and to oppose classroom use of computers; overall they emphasized nonacademic areas. Teachers of low-SES children tended to focus on literacy and mathematics to prepare children for kindergarten and to support computer use; they showed concern about their students' underdeveloped readiness to learn, particularly literacy. Analyses comparing subject matter showed that for literacy, teachers preferred to gear a curriculum toward children's interests and to allow children to follow their interests in a literacy-rich classroom to promote social competence and positive dispositions toward literacy. For mathematics, teachers preferred to embed mathematics into everyday routines to promote the learning of key knowledge and skills throughout the day. These findings have significant implications for professional development. 相似文献
18.
Marleen F. Westerveld Gail T. Gillon Anne K. van Bysterveldt Lynda Boyd 《International Journal of Early Years Education》2015,23(4):339-351
This study investigated the emergent literacy and language skills of four-year-old children in New Zealand during their kindergarten year prior to school-entry. A total of 92 four-year-old children from a range of socio-economic areas were seen individually at their local kindergarten and were assessed on code-related measures (letter name knowledge, initial phoneme awareness, emergent name writing) and meaning-related measures (story comprehension and retelling ability). Approximately, 60% of the parents completed a home literacy questionnaire. Regression analyses showed no effect for age on any of the code-related measures. In contrast, significant effects for age were found on story comprehension and retelling ability. There were no differences in performance based on gender with two exceptions: Girls performed better than boys on letter name knowledge and early name writing. Questionnaire results suggested literacy activities were valued in the home environment with most parents reporting reading to their child each night, and the majority of parents reported owning more than 60 children’s books. Results from the current study suggest more explicit teaching may be necessary within the kindergarten curriculum to facilitate the code-related skills linked to successful word recognition ability and early spelling development. 相似文献
19.
Mesut Saçkes 《Early education and development》2013,24(5):704-720
Research Findings: The purpose of this study was to investigate the factorial structure of kindergarten children's mathematics and science process skills and the impact of children's competencies in process skills on their performance on mathematics and science achievement tests in 3rd grade. A subset of the Early Childhood Longitudinal Study–Kindergarten cohort data set (n = 8,731) was analyzed using multilevel structural equation modeling. Results demonstrated that science and mathematics process skills were highly related at the construct level but not at the indicator level, as was anticipated. Kindergarten children's competency in mathematics process skills was a strong predictor of their performance on science and mathematics achievement tests in the 3rd grade. However, children's competency in science process skills was only a significant predictor of their performance on a science achievement test in the 3rd grade. Moreover, socioeconomic status and gender were statistically significant predictors of process skills and performance on achievement tests. Practice or Policy: The findings of the present study suggest that the development of children's science and mathematics process skills should be supported utilizing integrated inquiry-based science and mathematics activities to help children recognize the connection between mathematics and science and to contribute to their science and mathematics achievement in later grades. 相似文献
20.
Kendra M. Hall-Kenyon Gary E. Bingham Byran B. Korth 《Early education and development》2013,24(1):25-52
Research Findings: This study investigated the effects of full- and half-day kindergarten programs on classroom instructional quality and children's academic achievement. Considerations were given for how the length of the school day, language status (English language learner [ELL] and non-ELL), and children's attendance patterns influenced achievement. Quantitative and qualitative data were collected concurrently and were interpreted to note the convergence (or lack thereof) of the findings. Quantitative results revealed no difference in the quality of instruction being offered in full- and half-day classrooms. Additionally, full-day kindergarten positively impacted children's academic achievement in literacy but not in mathematics, regardless of children's language status. In regard to language development, ELL children benefited more from full-day kindergarten than did their English-speaking peers, whereas all (ELL and non-ELL) children enrolled in full-day kindergarten made greater language gains when they missed fewer than 10 school days. Practice or Policy: Findings from this study have significant policy and practice implications related to the overall quality, availability, and cultural and developmental appropriateness of kindergarten programming in the United States. 相似文献