Perels, F. ; Merget-Kullmann, M. ; Wende, M. ; Schmitz, B. ; Buchbinder, C. (2009)
Improving self-regulated learning of preschool children. Evaluation of training for kindergarten teachers.
In: British Journal of Educational Psychology, 79
Artikel, Bibliographie
Kurzbeschreibung (Abstract)
Background: In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models.
Aim: This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching.
Sample: In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers.
Method: The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied.
Results and conclusions: The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.
| Typ des Eintrags: | Artikel |
|---|---|
| Erschienen: | 2009 |
| Autor(en): | Perels, F. ; Merget-Kullmann, M. ; Wende, M. ; Schmitz, B. ; Buchbinder, C. |
| Art des Eintrags: | Bibliographie |
| Titel: | Improving self-regulated learning of preschool children. Evaluation of training for kindergarten teachers |
| Sprache: | Englisch |
| Publikationsjahr: | 2009 |
| Titel der Zeitschrift, Zeitung oder Schriftenreihe: | British Journal of Educational Psychology |
| Jahrgang/Volume einer Zeitschrift: | 79 |
| Kurzbeschreibung (Abstract): | Background: In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. Aim: This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. Sample: In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. Method: The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. Results and conclusions: The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers. |
| Zusätzliche Informationen: | Impact Factor: 1.01 |
| Fachbereich(e)/-gebiet(e): | 03 Fachbereich Humanwissenschaften > Institut für Psychologie 03 Fachbereich Humanwissenschaften |
| Hinterlegungsdatum: | 22 Feb 2012 10:28 |
| Letzte Änderung: | 05 Mär 2013 09:58 |
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