Elena Castro Rodríguez, María D. Torres González, Marina Maniega Fernández
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Interventions of an early childhood teacher during problem-solving activities
ABSTRACTThis case study was undertaken to characterise the interventions made by a kindergarten teacher during a multiplicative structure problem-solving lesson. The study findings show that when she realised the children were having difficulty, she provided assistance to enable them to find the right answer. When the children gave an incorrect response, she did not prompt them to reason their ideas, but either ignored their response or guided them to the right answer with manipulatives. Moreover, less varied and simpler problem-solving strategies were employed when the teacher gave instructions than when she gave help or clues. From this, we conclude that the intervention determined the type of strategy used by the children and the teacher varied their discourse depending on the children’s performance.KEYWORDS: Problem solvinginterventionsteacher’s speechearly childhood education Disclosure statementNo potential conflict of interest was reported by the author(s).
期刊介绍:
The European Early Childhood Education Research Journal (EECERJ) is the publication of the European Early Childhood Education Research Association (EECERA), an international organisation dedicated to the promotion and dissemination of research in Early Childhood Education throughout Europe and beyond. CREC is the UK base for the European Early Childhood Research Association. EECERA welcomes and encourages membership and contributions from across the world to share and participate in its European perspective. EECERJ aims to provide a forum for the publication of original research in early childhood education in Europe.