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ERIC Number: EJ784105
Record Type: Journal
Publication Date: 2007-Nov
Pages: 5
Abstractor: ERIC
Reference Count: 14
ISBN: N/A
ISSN: ISSN-1538-6619
A Multinational Study Supports Child-Initiated Learning: Using the Findings in Your Classroom
Montie, Jeanne; Claxton, Jill; Lockhart, Shannon
Young Children, v62 n6 p22-26 Nov 2007
Sponsored by the International Association for the Evaluation of Educational Achievement (IEA), the IEA Preprimary Project is a multinational study of unprecedented size and scope. At age seven, in primary school, more than eighteen hundred children from 10 of the participating countries had follow-up assessments. The study affirms that preschool teachers' educational backgrounds and classroom practices matter, that how teachers organize their classrooms and learning activities makes a difference. Four findings, consistent across countries, emerged. At age seven, the children: (1) whose preprimary teachers or caregivers had had more years of education had higher language scores; (2) who had more opportunities in preschool to choose their own activities, rather than spending their time in personal care (such as hand washing, eating, or dressing) and group social activities (like show-and-tell), had higher language scores; (3) who spent less time in whole group activities at age four had higher cognitive scores; and (4) who were in preschool classrooms with a greater number and variety of materials had higher cognitive scores. In this article, the authors interpret these findings for classroom application. The IEA Preprimary Project's findings confirm that, despite the diversity of children's experiences in early childhood settings in different countries, there are common classroom practices that lead to desirable child outcomes. The findings emphasize the importance of child-initiated activities and deemphasize whole group instruction.
National Association for the Education of Young Children. 1313 L Street NW Suite 500, Washington, DC 22205-4101. Tel: 800-424-2460; Tel: 202-232-8777; Fax: 202-328-2649; e-mail: editorial@naeyc.org; Web site: http://journal.naeyc.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A