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How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore
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  • How Do Children Learn? Beliefs and Practices Reported by Kindergarten Teachers in Singapore
저자명
Ching Ting Tan,Nirmala Rao
간행물명
Asia-Pacific journal of research in early childhood educationKCI
권/호정보
2017년|11권 3호(통권26호)|pp.81-112 (32 pages)
발행정보
환태평양유아교육연구학회|한국
파일정보
정기간행물|ENG|
PDF텍스트(0.31MB)
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유아교육학
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서지반출

영문초록

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

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