Is more child-initiated always better? Exploring relations between child-initiated instruction and preschoolers' school readiness.

ABSTRACT: Although research suggests that the use of child-initiated vs. teacher-directed instructional practices in early childhood education has implications for learning and development, the precise nature of these effects remains unclear. Using data from the Midwest Child-Parent Center (CPC) Expansion Project, the present study examined the possibility that a blend of child- and teacher-directed practices best promotes school readiness among preschoolers experiencing high levels of sociodemographic risk and explored whether the optimal blend varies based on child characteristics. Sixty-two CPC preschool teachers reported their instructional practices throughout the year, using a newly developed questionnaire - the Classroom Activity Report (CAR). The average reported proportion of child-initiate

SUBMITTER: Vaisarova J 

PROVIDER: S-EPMC9380854 | biostudies-literature | 2022 May

REPOSITORIES: biostudies-literature