Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children

Hu, Bi Ying; Fan, Xitao; Yi, Yang; Neitzel, Jennifer

doi:10.1016/j.tate.2016.12.014

Cited by 48 publications

(24 citation statements)

References 64 publications

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“…Scholars have suggested that there are close relations between teachers' beliefs and the instructional approaches that they employ (Hu et al, 2017;Kukliansky, Shosberger, & Eshach, 2016;Lambert, Abbott-Shim, & Sibley, 2006;Wilkins, 2008). Teachers who have specific beliefs regarding what are important elements in readying children for school math may offer different math-related approaches and practices, depending on their beliefs.…”

Section: Teacher Beliefs Regarding Math Readiness and Practicesmentioning

confidence: 99%

“…Given the importance of math learning in children's development, numerous studies have highlighted the roles of teachers' beliefs and instructional practices on children's learning, separately or in combination. An array of research supports the argument that teacher beliefs are related with their instructional practices (Archambault, Janosz, & Chouinard, 2012;Hu, Fan, Yang, & Neitzel, 2017;Šapkova, 2014). Researchers have found that teachers' beliefs serve as an important educational environment for children, directly impacting students' academic experiences (Archambault et al, 2012).…”

Section: Introductionmentioning

confidence: 95%

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Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Jung

Zhang

Chiang

2019

International Journal of Education in Mathematics Science and Technology

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This study investigates kindergarten children's mathematics learning with a focus on the role of teachers' mathematics education and readiness beliefs, and home learning environment. Using structural equation modeling to estimate the individual differences in early mathematics learning, data from 5,845 kindergarteners was evaluated. Findings show that teachers' beliefs regarding what is important for children's preparation in mathematics selectively influenced what they taught in the classrooms for mathematics education and what children experienced in kindergarten. The results also reveal that children who were provided ample experiences in reading and singing activities at home, and more frequent math learning practices, problem-solving activities, and arts or life-related materials within the classroom showed greater math thinking skills and higher math achievement scores than those who were not provided such experiences. More reading and singing activities at home, math learning practices, problem solving activities, and use of art or life-related materials during the kindergarten year are encouraged to highlight kindergarteners' mathematics instruction and learning. What has a greater impact on mathematics learning in kindergarteners appears to be the kind of instruction that is planned and delivered, rather than teachers' beliefs regarding mathematics readiness.

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Section: Teacher Beliefs Regarding Math Readiness and Practicesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Jung

Zhang

Chiang

2019

International Journal of Education in Mathematics Science and Technology

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“…Several studies have shown that early childhood teachers' beliefs were important predictors of their classroom practices (Bryant et al 1991;Hu et al 2017;McMullen 1999;Maxwell et al 2001;Mohamed and Al-Qaryouti 2016). In view that the NEL Framework is largely still left to the intuition and interpretation of preschool leaders and teachers in creating and enacting their own center-based curriculum, it is worthwhile to investigate what preschool teachers in Singapore believe and do in ECE and whether those beliefs and practices are congruent with the objectives of the kindergarten curriculum reform.…”

Section: Use Numbers In Daily Experiencesmentioning

confidence: 99%

Enhancing the quality of kindergarten education in Singapore: policies and strategies in the 21st century

Tan

2017

ICEP

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BackgroundThe value of quality early childhood education and care (ECEC) in establishing a strong foundation for lifelong learning and reaping social and economic benefits is well supported by a wealth of multidisciplinary research. These long-term benefits have prompted many countries throughout the world to prioritize ECEC on their national agenda, putting in focused efforts in their pursuit of quality ECEC in the recent years. Since the turn of the twenty-first century, the Singapore government has invested substantial resources in formulating and executing policies and strategies to raise the quality of preschool education (PSE) in several high-leverage areas (Tan 2007). In 2012, the Prime Minister, Lee Hsien Loong, announced that government efforts to uplift the overall quality of PSE would be amplified by strengthening teacher training and curriculum leadership, establishing government kindergartens to catalyze quality improvements, enhancing affordability for financially disadvantaged families, and improving policy coordination and regulation of the early childhood sector by forming a new agency (MOE 2012a). Furthermore, the first government-funded large-scale longitudinal study of the impact of PSE on children's cognitive and non-cognitive outcomes commenced in 2015 (Goy 2015). Another large-scale nation-wide birth cohort study was also funded to Abstract Almost all children in Singapore complete 1 year of preschool before entering primary school. However, preschool education (PSE) is not compulsory and is provided primarily by the private sector. Taking the national agenda for reforming PSE at the start of the twenty-first century as the point of departure, this paper describes and discusses the policies and strategies that have been introduced and implemented for preschool quality enhancement in the past 15 years. Three major waves of preschool policy reviews were undertaken in 2000, 2008, and 2012 attesting to the seriousness the government attaches to improving PSE for encouraging a strong start for every child. The key recommendations of these reviews were related to uplifting teacher, center, and program quality, and enhancing the affordability and accessibility of PSE. Opportunities and challenges associated with implementing recommendations for quality enhancement are discussed and suggestions to further enhance PSE in Singapore are explored.

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“…Subsequent research has further shown that teacher beliefs are important predictors of early childhood classroom practices (Hu, Fan, Yang, & Neitzel, 2017;Maxwell, McWilliam, Hemmeter, Ault, & Schuster, 2001;Mohamed & Al-Qaryouti, 2016) even though it is recognized that teachers' pedagogical practices are also impacted by other internal and external factors (McMullen, 1999;Parker & Neuharth-Pritchett, 2006). Moreover, teachers' beliefs about children and learning have an influencing effect on their pedagogy and thus the classroom quality (Pianta, Howes, Burchinal, Bryant, Clifford, Early, & Barbarin, 2005).…”

Section: Early Childhood Teachers' Beliefs and Practicesmentioning

confidence: 99%

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

Tan¹,

Rao²

2017

Pac Early Child Educ Res Assoc

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This study explored the curriculum-related beliefs and practices reported by Singapore kindergarten teachers at a time when concerted efforts are being made to promote children's holistic development through a child-centered curriculum that emphasizes active learning through play and interaction. A questionnaire was administered to a sample of 167 teachers of 4-to 5-year-olds. Factor analyses revealed three reliable factors for teachers' beliefs and four factors for their classroom practices.Teachers endorsed philosophies in child-centeredness and teacher-centeredness but there was stronger endorsement of child-centered approach. Correlation and regression analyses conducted revealed some relationships between beliefs and reported practices as well as associations of beliefs and practices with certain personal and kindergarten factors. Overall, beliefs in child-centeredness and teacher-centeredness predicted interactive academic activities, and beliefs in teacher-centeredness influenced reports of engaging in structured academic and teacher-led activities after controlling for demographic and contextual variables.

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Chinese preschool teachers' knowledge and practice of teacher-child interactions: The mediating role of teachers' beliefs about children

Cited by 48 publications

References 64 publications

Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Teachers’ Mathematics Education and Readiness Beliefs, and Kindergarteners’ Mathematics Learning

Enhancing the quality of kindergarten education in Singapore: policies and strategies in the 21st century

How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore

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