In:
Zeitschrift für Grundschulforschung, Springer Science and Business Media LLC, Vol. 16, No. 2 ( 2023-09), p. 321-338
Abstract:
Children receive feedback every day in kindergarten, and different categories of feedback (e.g. person or process related) can have different effects on learning and motivation. Whether there is a typical feedback behaviour (analogous to child-rearing behaviour) of early childhood (EC) teachers has been little researched. The present study evaluated the feedback behaviour of EC teachers ( N = 43) in mathematical play situations with 143 children. Using a cluster analysis five types of EC teachers were identified. These types differ in the quantity and specificity of feedback used and in the extent to which specific feedback relates to outcome or process. The findings can be used both for research on the effects of feedback as well as in the context of further trainings.
Type of Medium:
Online Resource
ISSN:
1865-3553
,
2523-3181
DOI:
10.1007/s42278-023-00170-5
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2023
detail.hit.zdb_id:
2870047-8
detail.hit.zdb_id:
2397672-X
SSG:
5,3
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