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

• 영문명: How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore
• 발행기관: The Pacific Early Childhood Education Research Association(환태평양유아교육연구학회)
• 저자명: Ching Ting Tan,Nirmala Rao
• 간행물 정보: 『Asia-Pacific journal of research in early childhood education』 Vol.11 No.3, 81~112쪽, 전체 32쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.09.01

영문 초록

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.

목차

Introduction

The Present Study

Method

Results

Conclusion

References

키워드

kindergarten,teacher beliefs and practices,Singapore