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Assessing the Relationship Between Adverse Childhood Experiences and Academic Performance: A Systematic Review ...
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RACIAL AND CULTURAL COMPETENCE THROUGH THE EYES OF PUBLIC-SCHOOL EDUCATORS
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In: Dissertations (2022)
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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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The Effects of Charter Schools on Early Foreign Language Education in Public Schools
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In: Senior Honors Theses (2022)
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Using HeidiSongs Music as an Instructional Tool in the Elementary School Classroom: A Case Study
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In: Doctoral Dissertations and Projects (2022)
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Re-examining Writer’s Workshop for Emergent Writers in Kindergarten for the Inclusion of Developmentally Appropriate Practice
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In: Culminating Experience Projects (2022)
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Analyzing Pre-Service Teachers’ Strategies for Subtraction
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In: Georgia Southern University Research Symposium (2022)
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Win, Win ! Finding Experiences for Preservice Teachers while addressing the Summer Reading Gap
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In: National Youth Advocacy and Resilience Conference (2022)
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Reimagining Family Engagement: A Drive-Thru Bilingual Family Literacy & Math Program
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In: National Youth Advocacy and Resilience Conference (2022)
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The contributions of phonological awareness and decoding on spelling in isiXhosa Grade 3 readers ...
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Élaboration d’une liste pour l’enseignement du vocabulaire considérant la fréquence d’utilisation à l’oral et la polysémie ...
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Influencia del sexo y la lengua materna en el rendimiento académico
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In: Propósitos y Representaciones: Revista de Psichología Educativa ; 8 ; 1 (2022)
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Altersmischung als Herausforderung - Zusammenhänge von Krippenqualität und der Altersspanne der Gruppe
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In: Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research ; 15 ; 1 ; 53-69 (2022)
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Abstract:
Die Entwicklung, welche Kinder in ihren ersten drei Lebensjahren vollziehen, ist enorm. Neben dem rasanten Gewinn an kognitiven und sozio-emotionalen Fähigkeiten, erlernen Kinder auch sich selbst fortzubewegen oder sprachlich mitzuteilen. Mit der Aufgabe diesen unterschiedlichen Fähigkeiten und damit Bedürfnissen innerhalb einer Gruppe gerecht zu werden, sind pädagogische Fachkräfte in Kinderkrippen täglich konfrontiert. Der Beitrag geht der Frage nach, ob die Altersmischung innerhalb der Krippengruppe (definiert als gleichzeitige Betreuung von Kindern mehrerer Jahrgänge mit einem Altersabstand von mindestens 12 Monaten) als Strukturmerkmal negative Zusammenhänge mit der beobachteten Prozessqualität aufweist. Weiter steht die Frage im Fokus, ob spezifische Anpassungen an die vorherrschende Altersmischung zu einer Abschwächung des vermuteten negativen Effekts führen können. Die Ergebnisse zeigen, dass mit zunehmender Altersspanne eine geringere Qualität zu verzeichnen ist. Ebenfalls zeigen sich moderierende Effekte von Anpassungsstrategien wie der Austausch mit Kolleginnen und Kollegen oder der Besuch von spezifischen Fortbildungen. Die Ergebnisse werden in den Forschungsstand eingebettet, diskutiert und praktische Implikationen abgeleitet. ; The development children undergo in their first three years of life is enormous: in addition to the rapid gain in cognitive and socio-emotional abilities, children learn to walk or to communicate verbally. Educators in crèches are confronted daily with the task to respond to these different capacities and needs within a group. This article examines whether the age-mix within the crèche group (defined as the simultaneous care of children of different age groups with an age gap of at least 12 months), as a structural feature, is negatively associated with the observed process quality. Furthermore, the article focusses on the question if specific adjustments to the prevalent age-mix can reduce the presumed negative effect. The results show that a higher age range is connected to lower process quality. In addition, moderation effects of adjustment strategies such as the exchange with colleagues or the attendance to specific advanced training can also be observed. The results are embedded in the state of research, discussed and practical implications are derived.
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Keyword:
age range; age structure; age-mix; Altersmischung; Altersspanne; Altersstruktur; Bavaria; Bayern; Bildungswesen Elementarbereich; Bundesrepublik Deutschland; child care quality; day nursery; early childhood education and care; Elementary Education Sector; Federal Republic of Germany; frühkindliche Erziehung; group; Gruppe; infant; ITERS; Kindertagesstätte; Kleinkind; Krippenqualität; KRIPS; Primar- und Elementarbildung; Primary education (elementary education); Qualität; quality; structural quality; Strukturqualität
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URL: http://nbn-resolving.org/urn:nbn:de:0168-ssoar-66864-1 https://www.ssoar.info/ssoar/handle/document/66864 https://doi.org/10.3224/diskurs.v15i1.05
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How does children’s literature portray global perspectives?
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In: Journal of Global Education and Research (2022)
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Specialized writing instruction for deaf students: A randomized controlled trial
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In: Theory and Practice in Teacher Education Publications and Other Works (2022)
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The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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Evaluation of the Availability and Utilization Status of Texts in Core Subjects in Primary Schools’ Libraries
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In: Library Philosophy and Practice (e-journal) (2022)
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Quantitative Study of Predictive Relationships Between English Language Proficiency, Academic Growth, and Academic Achievement Assessments in North Georgia
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Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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