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- Publisher Website: 10.1080/10409289.2021.1900993
- Scopus: eid_2-s2.0-85102918948
- WOS: WOS:000632016000001
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Article: The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool
Title | The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool |
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Authors | |
Issue Date | 2021 |
Citation | Early Education and Development, 2021, p. 1-21 How to Cite? |
Abstract | Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for concept development interac- tions, in particular analysis and reasonging. Further, classroom observations revealed that instructional support quality was higher during the time tea- chers enacted a Northern Territory Preschool Science Game compared with the broader early childhood education program. In line with the primary affordance of the games, there was also a marked increase in concept development during these periods. Practice or Policy: These findings suggest that this science teaching resource provides a supportive structure for tea- chers to transform pedagogical prompts into teaching practice. |
Persistent Identifier | http://hdl.handle.net/10722/306238 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Guarrella, CS | - |
dc.contributor.author | Cohrssen, CS | - |
dc.contributor.author | van Driel, J | - |
dc.date.accessioned | 2021-10-20T10:20:45Z | - |
dc.date.available | 2021-10-20T10:20:45Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Early Education and Development, 2021, p. 1-21 | - |
dc.identifier.uri | http://hdl.handle.net/10722/306238 | - |
dc.description.abstract | Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for concept development interac- tions, in particular analysis and reasonging. Further, classroom observations revealed that instructional support quality was higher during the time tea- chers enacted a Northern Territory Preschool Science Game compared with the broader early childhood education program. In line with the primary affordance of the games, there was also a marked increase in concept development during these periods. Practice or Policy: These findings suggest that this science teaching resource provides a supportive structure for tea- chers to transform pedagogical prompts into teaching practice. | - |
dc.language | eng | - |
dc.relation.ispartof | Early Education and Development | - |
dc.title | The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool | - |
dc.type | Article | - |
dc.identifier.email | Cohrssen, CS: cohrssen@hku.hk | - |
dc.identifier.authority | Cohrssen, CS=rp02562 | - |
dc.identifier.doi | 10.1080/10409289.2021.1900993 | - |
dc.identifier.scopus | eid_2-s2.0-85102918948 | - |
dc.identifier.hkuros | 327247 | - |
dc.identifier.spage | 1 | - |
dc.identifier.epage | 21 | - |
dc.identifier.isi | WOS:000632016000001 | - |