JURE 2012 Programme book - EARLI Jure 2012

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Tuesday, July 24 JURE 2012 Conference Programme language stimulations and appropriate supportive situations for children under 3 and b) to the identification of predictors that influence these ratings. The non-‐random stratified sample for the pilot study consists of 54 preschool teachers (mean age=39.3 years; 98% female) currently working with (N=31) and without (N=23) children under 3 in center-‐based care. After refining the questionnaire with factor and reliability analysis, the instrument consists of 54 items (6-‐ point likert-‐scale) measuring preschool teachers’ attitudes and foreknowledge towards effective language stimulation strategies for children under 3 (cronbach’s alpha .82). With a mean of 4.7 (SD=.35) most of the preschool teachers estimations are appropriate language stimulations strategies for infants and toddler. Findings from the regression analysis indicates that the amount of working experience, pre-‐service training at university level and a higher degree in formal education of preschool teachers predict the rating of effective language stimulation strategies. The alignment of beliefs and teaching practices among teachers of mathematics in early childhood/preK institutions and elementary school, as a condition for interconnectedness between early childhood education and primary school – a representative study of two states. Johanna Gläser Kindergarten and elementary school teachers´ knowledge about coherence of mathematical ideas, comprehension of mathematical basic concepts, knowledge about mathematical thinking, and how to assist children in it are reflected in their epistemological beliefs. In the present interdisciplinary research project, the alignment of kindergarten and elementary school teachers´ beliefs about mathematic instruction and teaching practices, are considered as a basic condition for interconnectedness between early childhood education and primary school. This is especially directed towards mathematical education in the current study. The study aims at finding out how kindergarten and elementary school teachers assess each other’s beliefs about teachers´ mathematic instruction and mathematical teaching practices. The purpose of the project is to design a well-‐grounded structural model of epistemological beliefs on teaching mathematics, which will focus on possible ways of thinking and courses of action, as well as on their different levels of development. In addition, possibilities should be identified that may help refine the professional skills of kindergarten and elementary school teachers needed to support interconnectedness. Video-‐observations and follow-‐up interviews about characteristic situations of action are conducted. A questionnaire-‐based survey as well as a realistic test-‐situation will be created, using Technology Based Assessment. Thus, the beliefs of kindergarten and elementary school teachers about mathematic instruction and mathematic teaching practices, can be linked to concrete actions. The assessment of competencies currently neglect the role of motivational aspects and thus constitutes a research desideratum. Therefore , the central aim of the dissertation project is to find out the significance of motivational aspects, in terms of self-‐efficacy for the competence to act within educational mathematical contexts. Metalanguage in learning and instruction: The significance of early productions amongst peers Juliane Stude Language plays a crucial role in human discourse and especially in language learning and instruction on two accounts: it functions as an instrument of communication as well as it can become at the same time its subject. Studies have proven that from an early age, children reflect and comment explicitly on language in parent-‐child discourse. However, little is known about their competence to use metalanguage with peers and teachers in a more institutional setting. This study was conducted to explore to what extent both teacher-‐child interaction and peer 54
JURE 2012 Conference Programme Tuesday, July 24 interaction amongst preschool children can be considered rich acquisitional contexts for the development of metalinguistic abilities. Thus, the main objective of this study is to shed light on the underlying mechanisms of emergent metalanguage. For this purpose quantitative and qualitative methods of analysis were applied to spontaneous interactions (>30 hrs) recorded in daily routines of a German kindergarten. Findings reveal that teacher-‐child interaction is mainly directed by the teachers, which provides children limited opportunities for gaining experience in the production of metalanguage. In contrast, peer interaction invites children to actively take part in metalinguistic activities in order to maintain the ongoing discourse and to negotiate participants´ roles. In particular, while attempting to establish superiority, some children adopt adult-‐like roles by using typical forms of adults’ speech. Remarkably, the child´s usage of those forms goes beyond imitation. Moreover, new peer-‐culture-‐specific forms and functions of metalanguage are generated. In sum the findings argue against the assumption that child-‐child interaction has to be considered a poor acquisitional context due to the absence of a more competent adult in terms of communicative experience. The results are discussed in relation to pedagogical consequences that concern the significance of verbal models supplied by teachers as well as the value of peer group experiences within educational settings. Children´s participation in Finnish Kindergartens Saija Tanhuanpää The theoretical framework of this study is based on the Convention on the Rights of the Child. Article 12 of United Nation´s Convention on the Rights of the Child (1989) convention provides children with the opportunity to be heard in juridical and administrative proceedings, either directly or indirectly. Although Finland ratified this convention in 1989, there are few studies of participation in kindergarten connections. Another theoretical framework of this study is based on the different models of participation. Arnstein (1969), Hart (1992), Shier (2002) and Percy-‐ Smith & Thomas (2010) have designed the ladder of participation. The structure of Finnish kindergarten system is shortly described in the poster, because it is actualizing in a different way than in other European countries and it´s also going to be reformed during the next five years. The aim of this study is to examine what is the level of the participation in Finnish kindergartens and whether, and to what extent, parents´ and teachers´ views about children´s participation differ. Forty-‐eight kindergarten groups located in southwestern part of Finland participated in the study. Questionnaires with open and structured questions were delivered to 590 parents and 141 teachers. Data were analyzed qualitatively. The preliminary findings show that parents have a high respect for teachers and they want to share children´s experiences together. Despite of this combined view on children, parents need additional support in education and parenting. Parents´ demand relate to teacher´s attitudes, children´ s individuality and to the collaboration. All the participants had combined view on the importance of children´s school maturation and sociality. On the basis of findings it´s important to develop teacher – parent partnership, involve parents to the child-‐decision making and enable children to the decision -‐making process. To be heard and to support friendship, children need an adult consultant. Building meanings for child´s craft process by storycrafting Virpi Yliverronen Juli-‐Anna Aerila, & Marja-‐Leena Rönkkö Finnish childhood education stresses art related ways of learning. According to National curriculum guidelines on early childhood education and care in Finland learning should take place in child-‐specific activities and ways of thinking through playing, moving, studying and exploring the different areas of art. 55
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