Early Education and Development最新文献

英文中文

The Relationship Between Early Childhood Teachers’ Professional Development in Physical Education and Children’s Fundamental Movement Skills 幼儿体育教师专业发展与儿童基本动作技能的关系

3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Early Education and Development

Pub Date : 2023-06-08 DOI: 10.1080/10409289.2023.2221766

Cristina Honrubia Montesinos, Pedro Gil Madrona, Luisa Losada Puente, Ali Brian, Linda Saraiva

Research Findings: The influence of early childhood teachers’ professional development on fundamental movement skills remains unknown in the literature. The purpose of the present study was to examine how early childhood teachers’ professional development in physical education (PE) contributes to predicting children’s fundamental movement skills. For this purpose, sixty early childhood teachers from Spain completed the Questionnaire Professional Development in Infant PE (QPD-IPE) to assess the teachers’ professional development concerning PE. The Test of Gross Motor Development-2 was applied to evaluate the fundamental movement skills of their children (N = 300). Two separate hierarchical linear regressions were conducted to examine the effect of teachers’ professional development in PE on locomotor and object control skills. The results illustrated that 18% of the variance in locomotor skills was predicted by minutes of PE, training and professional development, and external perception. Additionally, 22% of the variance in object control was predicted by minutes of PE, training and professional development, personal perspective, and years of teaching experience. Age and sex were controlled for in both models. Practice or Policy: Early teachers’ professional development should receive attention to support preschoolers’ fundamental movement skills.

研究发现:幼儿教师专业发展对基本动作技能的影响在文献中尚不清楚。摘要本研究旨在探讨幼儿体育教师专业发展对幼儿基本运动技能的预测作用。为此，来自西班牙的60名幼儿教师完成了《幼儿体育专业发展问卷》(QPD-IPE)，对教师的体育专业发展进行评估。采用大肌肉运动发展测验-2对患儿的基本运动技能进行评估(N = 300)。采用分层线性回归分析了体育教师专业发展对运动和物体控制技能的影响。结果表明，18%的运动技能差异可以通过体育锻炼时间、训练和专业发展以及外部感知来预测。此外，22%的对象控制差异是由体育时间、培训和专业发展、个人观点和教学经验所预测的。在两个模型中，年龄和性别都受到了控制。实践或政策:早期教师的专业发展应得到重视，以支持学龄前儿童的基本运动技能。

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