Child-centred educational practice in different early education settings: Associations with professionals’ attitudes, self-efficacy, and professional background

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• 作者：Sonja Perren^a ; ^c ; ^{sonja.perren@uni-konstanz.de} ; Sandra Herrmann^a ; Irina Iljuschin^c ; Doris Frei^b ; Carolin Kö ; rner^c ; Fabio Sticca^a
• 关键词：Child-centred ; Educational practice ; Teacher beliefs ; Attitudes ; Self-efficacy ; Early education ; Child care ; Educational settings ; Professional level ; Professional experience
• 刊名：Early Childhood Research Quarterly
• 出版年：2017
• 出版时间：1st Quarter 2017
• 年：2017
• 卷：38
• 期：Complete
• 页码：137-148
• 全文大小：633 K
• 卷排序：38

文摘

Development of a self-report questionnaire to assess child-centred educational practice and related teacher beliefs (i.e., self-efficacy and attitudes). Reliability and factorial validity of the scales were demonstrated. Professionals’ self-efficacy was a stronger predictor of educational practice than attitudes. Family daycare providers reported lower self-efficacy and less frequent child-centred practices than professional caregivers in daycare centres. Self-efficacy mediated the effect of domain-specific knowledge and education setting on child-centred educational practice. The study suggested that improving domain specific knowledge may have an impact on educators’ child-centred educational practice by increasing their self-efficacy.