ERIC Number: EJ1098807
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Early Childhood Educators' Meta-Cognitive Knowledge of Problem-Solving Strategies and Quality of Childcare Curriculum Implementation
Kim, Yeon Ha
Educational Psychology, v36 n4 p658-674 2016
This study aims to explore the impact of early childhood educators' meta-cognitive knowledge on the quality of their childcare curriculum implementation, and to gain insights regarding successful problem-solving strategies associated with early education and care. Early childhood educators' implementation of general problem-solving strategies in real educational settings has not previously been studied, even though providing early education and care is a complicated ill-structured task requiring effective problem-solving strategies. The present study surveyed 166 South Korean early childhood educators regarding their meta-cognitive knowledge of five general problem-solving strategies (free production, analogy, step-by-step analysis, visualisation and combining) and childcare curriculum implementation. In general, strategic teachers provided high-quality childcare. Teachers preferred analogy most strongly among the five general problem-solving strategies, but step-by-step analysis was the most powerful predictor of quality of curriculum implementation. Among the five strategies, only three strategies (step-by-step analysis, free production and analogy) showed meaningful associations with quality of curriculum implementation.
Descriptors: Foreign Countries, Early Childhood Education, Preschool Teachers, Metacognition, Problem Solving, Educational Quality, Child Care, Curriculum Implementation, Teacher Surveys, Preferences, Predictor Variables, Educational Strategies, Teacher Characteristics, Factor Analysis, Statistical Analysis, Scores, Correlation, Multiple Regression Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea
Grant or Contract Numbers: N/A