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Grant, Ashley A.; Jeon, Lieny; Buettner, Cynthia K. – Educational Psychology, 2019
High turnover rates of early care and education teachers reduce the quality of education; unsatisfied teachers, suffering from stress or emotional exhaustion, are less equipped to promote children's development and more likely to leave the classroom. We used data from a national survey of US early childhood educators (n = 1129) to examine…
Descriptors: Early Childhood Education, Preschool Teachers, Work Environment, Well Being
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Hu, Bi Ying; Chen, Liang; Fan, Xitao – Educational Psychology, 2018
This paper investigates early childhood education (ECE) teachers' self-reported and observed teacher-child interaction quality (TIQ) and the associated teachers' professional competence features using a latent profile analysis (LPA) approach to identify the variations in the quality of classroom experiences in Chinese preschools. A total of 164…
Descriptors: Profiles, Teacher Student Relationship, Teacher Education, Teacher Effectiveness
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Kikas, Eve; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poikonen, Pirjo-Liisa – Educational Psychology, 2016
This study examined the role of family-related (mother's education, depressive symptoms and child's gender) and kindergarten-related (teacher's experience, teaching practices and class size) factors in mothers' and teachers' mutual trust in Estonia and Finland. Six hundred eighteen (206 Estonian and 412 Finnish) mothers of kindergarten children…
Descriptors: Role, Family Environment, Questionnaires, Trust (Psychology)
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Kim, Yeon Ha – Educational Psychology, 2016
This study aims to explore the impact of early childhood educators' meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators' implementation of general problem-solving strategies in…
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Metacognition
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Hui, Anna N. N.; He, Mavis W. J.; Ye, Shengquan Sam – Educational Psychology, 2015
The present study aimed at assessing Hong Kong young children's gains in creativity and their teachers' application of arts education after a one-year artists-teachers collaborative arts education project that involves various art forms (i.e. drama, visual arts and integrated). Participants included 790 young children, 217 parents and 65 teachers…
Descriptors: Foreign Countries, Creativity, Art Education, Parent Attitudes
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Vancraeyveldt, Caroline; Verschueren, Karine; Van Craeyevelt, Sanne; Wouters, Sofie; Colpin, Hilde – Educational Psychology, 2015
This longitudinal study examines the teacher-perceived effect of a school-based intervention (i.e. Playing-2-gether) targeting teacher-child interactions to reduce externalising problem behaviour (EPB) amongst preschoolers. Boys with the highest score for EPB in the classroom and their teacher participated in the study. Teacher-child dyads…
Descriptors: Longitudinal Studies, Play, Intervention, Teacher Student Relationship
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Kyttälä, Minna; Aunio, Pirjo; Lepola, Janne; Hautamäki, Jarkko – Educational Psychology, 2014
The aim of this study was to analyse the role of verbal and visuo-spatial working memory (WM) and language skills (vocabulary, listening comprehension) in predicting preschool and kindergarten-aged children's ability to solve mathematical word problems presented orally. The participants were 116 Finnish-speaking children aged 4-7?years. The…
Descriptors: Role, Short Term Memory, Foreign Countries, Visual Perception
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Weiland, Christina; Wolfe, Christopher B.; Hurwitz, Michael D.; Clements, Douglas H.; Sarama, Julie H.; Yoshikawa, Hirokazu – Educational Psychology, 2012
In recent years, there has been increased interest in improving early mathematics curricula and instruction. Subsequently, there has also been a rise in demand for better early mathematics assessments, as most current measures are limited in their content and/or their sensitivity to detect differences in early mathematics development among young…
Descriptors: Evidence, Mathematics Achievement, Young Children, Psychometrics
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Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik – Educational Psychology, 2011
This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…
Descriptors: Scoring, Kindergarten, Teaching Methods, Preschool Teachers
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Prior, Margot; Bavin, Edith; Ong, Ben – Educational Psychology, 2011
This paper reports on school readiness (SR) and its predictors in five- to six-year-old children from a prospective, longitudinal study of children from eight months to seven years (the Early Language in Victoria Study--ELVS). The ELVS children came from a representative sample of children recruited though the State Government Infant and Child…
Descriptors: School Readiness, Language Impairments, Child Language, Phonemic Awareness
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Howell, Sally Clare; Kemp, Coral Rae – Educational Psychology, 2010
Components of early number sense, as identified in two Delphi studies and in the number sense literature related to mathematics difficulties, were assessed for 176 children in preschools and childcare centres across one local government area in Sydney, Australia, using tasks or modifications of tasks reported in the number sense literature. In…
Descriptors: Females, Foreign Countries, Local Government, Gender Differences
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Patel, Pooja; Canobi, Katherine Helen – Educational Psychology, 2010
Preschoolers' conceptual understanding and procedural skills were examined so as to explore the role of number-words and concept-procedure interactions in their additional knowledge. Eighteen three- to four-year-olds and 24 four- to five-year-olds judged commutativity and associativity principles and solved two-term problems involving number words…
Descriptors: Numbers, Word Problems (Mathematics), Problem Solving, Number Concepts
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Fletcher, Ben; Pine, Karen J. – Educational Psychology, 2009
When pre-school children count an array of objects containing one that is broken in half, most count the halves as two separate objects. Two studies explore this predisposition to count discrete physical objects (DPOs) and investigate its robustness in the face of various manipulations. In Experiment 1, 32 children aged three-four years counted…
Descriptors: Familiarity, Prior Learning, Preschool Children, Teaching Methods
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Corpus, Jennifer Henderlong; Lepper, Mark R. – Educational Psychology, 2007
Two studies were conducted to determine how gender and age moderate the long-term and post-failure motivational consequences of person versus performance praise. In Study 1, fourth- and fifth-grade students (n = 93) engaged in a puzzle task while receiving either no praise, person praise, product praise, or process praise. Following a subsequent…
Descriptors: Grade 5, Grade 4, Positive Reinforcement, Preschool Children
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Thornberg, Robert – Educational Psychology, 2006
The purpose of this study was to examine whether the peer conflict strategies of preschool children are situated and therefore vary across different conflict situations. Hypothetical conflict interviews were administered through a series of puppet shows. Participants were 178 preschool children. Results indicate that preschool children's conflict…
Descriptors: Preschool Children, Conflict, Aggression, Conflict Resolution
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