Professional vision in kindergarten

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In Germany, early childhood settings as institutions of education and learning have come into focus, thereby emphasizing the professionalization of early childhood teachers. So far little is known about the cognitive prerequisites of early childhood teachers teachers professional action.Regarding research about school teachers, their professional vision of instructional episodes has proven to be a relevant prerequisite for professional action. Successful teachers are able to identify relevant characteristics of instructional episodes and to draw correct conclusions from their perception by applying their professional knowledge and cognitive schemas and scripts. Corresponding studies with early childhood teachers are very rare. In the research project Professional Vision in kindergarten it is investigated, (1) whether professional vision differs between early childhood teachers of different stages in their professional development, (2) how professional vision is related to professional knowledge and beliefs, and (3) how knowledge, beliefs and professional vision are related to professional action in kindergarten educational settings. In the main study, 40 beginners, 40 advanced beginners at their carrier entry and 40 competent teachers (experts) are investigated (N = 120). Regarding these 120 early childhood teachers, professional knowledge, beliefs and other competence-relevant characteristics are assessed. Professional vision is measured by the video-based presentation of authentic kindergarten episodes (picture book reading, meal with a group of children and a rule based game). By doing so, it is assessed whether participants notice relevant features of the video-sequences and reason about these features as experts do. In addition, relations between professional vision and professional knowledge as well as experience based schemas and beliefs are investigated. As also the participants behavior in kindergarten is observed by means of a valid observational scheme, relationships between cognitive prerequisites (knowledge, professional vision) and beliefs on the one hand and professional action are investigated. Results of the study will enhance our knowledge in basic research about cognitive prerequisites of early childhood teachers professional action and will hopefully contribute to an evidence based professionalization of early childhood teachers.