Teachers’ beliefs about literacy practices for young children in early childhood education and care settings
Teachers’ beliefs about literacy practices for young children in early childhood education and care settings
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教师对幼儿教育和保育环境中幼儿识字实践的看法
DOI：
10.1080/09669760.2018.1547630
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发表时间：
2019
影响因子：
1.9
通讯作者：
Tsuneda Miho M.
中科院分区：
文献类型：
--
作者：
Matsumoto Hiroo;Tsuneda Miho M.
本研究旨在通过编制一个新的量表，调查日本幼儿教育和保育（ECEC）教师的早期识字信念的特点。我们认为，从生态学的角度来审视幼儿保育教育教师对早期识字的信念，将有助于理解影响早期识字教学质量和幼儿保育教育参与的潜在因素。为此，要求349名幼儿保育和教育教师和45名小学教师填写一份由两部分组成的问卷，涉及（1）幼儿保育和教育教师的识字信念和（2）教师的一般教学信念。探索性因素分析提取了三个子类别的识字信念-直接教学，自然发展，和社会互动-和两个子类别的一般教学信念-成人中心和儿童中心-和这些子类别之间的关系和背景因素进行了讨论。结果表明，考虑到幼儿保育和教育教师的生态角度提供了一个更好的理解有效的做法，以促进幼儿在幼儿保育和教育环境中的早期识字经验超越他们的教育传统的差异有关早期识字。这些观点包括每个地区教育传统的影响，幼儿保育和教育教师与小学教师的不同之处，以及特定幼儿保育和教育设施所共有的价值观。
This study aimed to investigate the characteristics of early literacy beliefs held by early childhood education and care (ECEC) teachers in Japan by developing a novel scale. We believed that overviewing ECEC teachers’ beliefs about early literacy from ecological perspectives would contribute to understanding the underlying factors influencing the quality of early literacy instruction and involvement in ECEC. To this end, 349 ECEC and 45 primary school teachers were asked to complete a two-part questionnaire dealing with (1) ECEC teachers’ literacy beliefs and (2) teachers’ general pedagogical beliefs. Exploratory factor analysis extracted three sub-categories of literacy belief – Direct instruction, Natural development, and Social interaction – and two sub-categories of general pedagogical belief – Adult-centred and Child-centred – and the relations between these sub-categories and background factors were then discussed. The results implied that considering the ecological perspectives of ECEC teachers affords a better understanding of effective practices to facilitate the early literacy experiences of young children in ECEC settings beyond differences in their educational tradition concerning early literacy. These perspectives include the influence of the educational tradition in each region, how ECEC teachers differ from primary school teachers, and the values shared by a particular ECEC facility.