The relationship between kindergarten classroom environment and children's engagement
Küçük Resim Yok
Tarih
2015
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge Journals, Taylor & Francis Ltd
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
The primary aim of the present study was to examine the way in which instructional and emotional aspects of teacher support combined to predict children's engagement in learning-related activities in kindergarten classrooms that served a socio-economically diverse population of children. Observations were conducted on teachers and children in 45 classrooms. Results revealed that instructional and emotional support in combination were predictive of the intensity of children's learning engagement. The effect of instructional practices was contingent on the emotional tone of the classroom. The instructional practices had larger effects on the mean level of engagement in classrooms with more positive emotional tone. The study has critical implications for future research in terms of classroom environments supporting children's learning.
Açıklama
Anahtar Kelimeler
learning engagement, instructional teacher support, teacher's affective tone, kindergarten education, young children
Kaynak
European Early Childhood Education Research Journal
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
23
Sayı
5
