The effects of in-service training on teachers’ beliefs and practices in children's play

Vu, Jennifer A.; Han, Myae; Buell, Martha

doi:10.1080/1350293x.2015.1087144

Cited by 36 publications

(28 citation statements)

References 33 publications

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“…In contrast, OTL in mathematics pedagogy were particularly relevant, and they seem to have the potential to change the whole belief systems of prospective preschool teachers. These results support previous results that it is less relevant where teacher education takes place than what a program includes (Blömeke et al 2017;Vu, Han, and Buell 2015).…”

Section: Conclusion and Further Researchsupporting

confidence: 91%

Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

Blömeke

Dunekacke

Jenßen

2017

European Early Childhood Education Research Journal

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This study examined the level, structure and cognitive, educational and psychological determinants of beliefs about the relevance and nature of mathematics, about gender-stereotypes with respect to mathematics abilities and about enjoyment of mathematics. Prospective preschool teachers from programs at vocational schools and higher education institutions as well as in the first and last years of their programs were compared. As hypothesized, the beliefs were significantly correlated to each other which pointed to a coherent belief system. Differences between types of institutions and program stage supported the notion of development during the program. Knowledge of mathematics and opportunities to learn mathematics pedagogy were significantly related to beliefs. This may point to a need to include these domains in preschool teacher education or to require them as prerequisites before intake to a program. Gender-stereotypes were more strongly related to flexibility than to domain-specific predictors which points to the personality-related nature of beliefs.

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Section: Conclusion and Further Researchsupporting

confidence: 91%

Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

Blömeke

Dunekacke

Jenßen

2017

European Early Childhood Education Research Journal

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“…However, our findings suggest that when teachers assumed the co-player and play leader roles (i.e., being inside the play), children tended to have more social interactions with peers, shifting from solitary and parallel play to higher social levels of play, such as cooperative behaviours. Vu, Han, and Buell (2015) found similar results in regard to teachers' roles. When teachers assumed the play leader, stage manager, and co-player roles, children showed higher social levels in their play, as well as greater cognitive complexity, reflected in more sociodramatic play episodes.…”

Section: Journal Of Childhood Studies Articles From Researchsupporting

confidence: 66%

“…Teachers not only have an important role in promoting and supporting children's play activities in the classroom by defining different contexts and activities children will be exposed to, but also have the opportunity to use play to enhance children's development. Researchers have examined teacher-child interactions during play and have identified different roles by which teachers enhance or disrupt children's play (Johnson et al, 2005;Kontos, 1999;Meacham, Vukelich, Han, & Buell, 2013Vu, Han, & Buell, 2015). Johnson et al (2005) divide these roles into two groups: precarious roles (e.g., uninvolved, director, and redirector) and facilitative roles (e.g., onlooker, stage manager, co-player, and play leader).…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

“…The facilitative roles seem to generate positive responses from children, while the precarious roles are either uninvolved or disrupt children's play (Johnson et al, 2005). Vu, Han, and Buell (2015) examined the effects of the teacher roles on the quality of children's play. They found that higher levels of teacher engagement as a co-player or play leader were linked to more cognitively complex play (e.g., sociodramatic play) and a higher level of social play (e.g., cooperative play).…”

Section: Journal Of Childhood Studies Articles From Researchmentioning

confidence: 99%

See 1 more Smart Citation

Children’s Responses to Different Types of Teacher Involvement During Free Play

Gaviria-Loaiza¹,

Han²,

Vu³

et al. 2017

J Child. Stud.

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Juana Gaviria-Loaiza is a PhD candidate in the department of Human Development and Family Studies at the University of Delaware. Her research interests include (1) adult-child interactions, specifically, how teachers and parents foster children's language and socioemotional development, (2) cultural differences in parenting and teaching practices, and (3) Hispanic children and families. She has participated in multiple research projects, including an Early Reading First project and a parent-child interaction intervention into Early Head Start home visits. Juana is from Medellin, Colombia. Email: jgaviria@udel.edu Myae Han is an associate professor in the Department of Human Development and Family Studies at the University of Delaware. Dr. Han's research interests include (1) an early intervention for at-risk children to support early language and literacy and play, (2) implementation process and coaching in applied and translational research in early childhood settings, and (3) culturally and linguistically diverse children. Dr. Han is a current president of Literacy Development in Young Children (LDYC) SIG at the International Literacy Association and a past president of The Association for the Study of Play (TASP). She has codirected various federal and state-funded grant projects, including three Early Reading First projects

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“…Play and playfulness are at the core of early childhood education (Singer 2013), although educators are not always aware of their role in fostering play (Bodrova 2008;Vu, Han, and Buell 2015). It is important to distinguish between activities, which are play-based and adult-initiated activities, which resemble school-like tasks (Bergen 2015).…”

Section: Play As An Innovative Approachmentioning

confidence: 99%

Learning through play – pedagogy and learning outcomes in early childhood mathematics

Vogt¹,

Hauser²,

Стеблер

et al. 2018

European Early Childhood Education Research Journal

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Whilst research underlines the importance of early mathematics in kindergarten, practitioners need effective and innovative approaches to pedagogy. Currently, very different approaches are deployed from an instructional, educator-led approach based on training programmes to a play-based approach. This intervention study examines the effects on the mathematical competency of these two pedagogies. Thirty-five kindergarten educators and 324 six-year-old children were randomly assigned to either a training programme, a play-based approach with card and board games or to the control group. Educators' views on the interventions were gathered in semi-structured interviews. The results indicate higher learning gains overall for the play-based approach. Differentiated effects were found as tendencies: children with low competencies tend to gain more from training programmes compared to no intervention; children with high competencies gain more from the play-based approach than the training. Educators evaluated the play-based intervention with card and board games as better suited to children's diverse needs.

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The effects of in-service training on teachers’ beliefs and practices in children's play

Cited by 36 publications

References 33 publications

Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

Cognitive, educational and psychological determinants of prospective preschool teachers’ beliefs

Children’s Responses to Different Types of Teacher Involvement During Free Play

Learning through play – pedagogy and learning outcomes in early childhood mathematics

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