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Tytuł pozycji:

Perceptions of Estonian Pre-School Teachers about the Child-Centred Activities in Different Pedagogical Approaches

Tytuł:
Perceptions of Estonian Pre-School Teachers about the Child-Centred Activities in Different Pedagogical Approaches
Autorzy:
Oun, Tiia
Ugaste, Aino
Tuul, Maire
Niglas, Katrin
Temat:
Kindergarten
Teaching Methods
Student Centered Curriculum
Preschool Evaluation
Questionnaires
Educational Strategies
Educational Practices
Preschool Teachers
Teacher Attitudes
Foreign Countries
Developmentally Appropriate Practices
Educational Change
Early Childhood Education
Learning Activities
Język:
English
Źródło:
European Early Childhood Education Research Journal. Sep 2010 18(3):391-406.
Dostępność:
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Recenzowane naukowo:
Y
Page Count:
16
Data publikacji:
2010
Intended Audience:
Teachers
Typ dokumentu:
Journal Articles
Reports - Research
DOI:
10.1080/1350293X.2010.500079
ISSN:
1350-293X
Abstractor:
As Provided
Liczba referencji:
40
Data wpisu:
2010
Numer akcesji:
EJ896925
Czasopismo naukowe
The aim of this study was to examine how teachers in the Step by Step and traditional kindergartens assess their child-centred activities. 308 teachers participated in the study and a questionnaire was used. The results of the study showed that teachers in the Step by Step programme used a child-centred approach more in their work than teachers in traditional groups. Assessments of the Step by Step teachers concerning the use of teaching strategies and creating a learning environment were statistically significantly higher than the results of traditional kindergarten teachers. Teachers in the Step by Step programme involved parents in children's group activities more; they also supported children's independence and choices. The findings of the study have educational implications on teacher training, implementation of the curriculum, and supporting teachers' professional development. (Contains 4 tables.)

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