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Improving self-regulated learning of preschool children. Evaluation of training for kindergarten teachers

Perels, F. and Merget-Kullmann, M. and Wende, M. and Schmitz, B. and Buchbinder, C. (2009):
Improving self-regulated learning of preschool children. Evaluation of training for kindergarten teachers.
In: British Journal of Educational Psychology, pp. 311-327, 79, [Article]

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.

Item Type: Article
Erschienen: 2009
Creators: Perels, F. and Merget-Kullmann, M. and Wende, M. and Schmitz, B. and Buchbinder, C.
Title: Improving self-regulated learning of preschool children. Evaluation of training for kindergarten teachers
Language: English
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.

Journal or Publication Title: British Journal of Educational Psychology
Volume: 79
Divisions: 03 Department of Human Sciences > Institute for Psychology
03 Department of Human Sciences
Date Deposited: 22 Feb 2012 10:28
Additional Information:

Impact Factor: 1.01

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