کد مقاله کد نشریه سال انتشار مقاله انگلیسی ترجمه فارسی نسخه تمام متن
353786 618945 2014 9 صفحه PDF سفارش دهید دانلود رایگان
عنوان انگلیسی مقاله ISI
Cultural diversity in teachers’ group-centered beliefs and practices in early childcare
ترجمه فارسی عنوان
تنوع فرهنگی در باورها و اعمال گروه محور معلمان در اوایل مراقبت از کودکان
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تولید محتوا
با 10 درصد تخفیف ویژه دانشیاری
کلمات کلیدی
مراقبت از کودکان. تنوع فرهنگی؛ همکاری گروه؛ باورهای معلم؛ آموزش و پرورش دوران اولیه کودکی و مراقبت
موضوعات مرتبط
علوم انسانی و اجتماعی روانشناسی روان شناسی کاربردی
چکیده انگلیسی


• Cultural differences in teachers’ group-centered beliefs and behavior were found.
• Non-Western teachers stress group processes more in childcare in the Netherlands.
• Supporting group processes results in more collaborative play in early childcare.
• Children's collaborative play is related to cognitive engagement in play.
• Cultural diversity among teachers could be an asset to early childcare.

The present study examined the relation between teachers’ cultural backgrounds, their beliefs regarding group processes, their actual support of group processes, and children's behavior in center-based childcare in the Netherlands. For this purpose, 57 teachers of native Dutch and immigrant Moroccan-Dutch, Turkish-Dutch, Surinamese-Dutch, and Antillean-Dutch backgrounds were interviewed about their teaching beliefs and observed while engaging in a constructive play activity with small groups of children. Clear cultural differences in beliefs and corresponding behavior were found. In the interviews, the Turkish-Dutch and Moroccan-Dutch teachers mentioned concepts relating to group processes more often than the Dutch and Surinamese- and Antillean-Dutch teachers did, and they showed higher support of group processes during play. Moreover, the degree to which teachers expressed beliefs in group processes was significantly correlated with support of group processes by the teacher and with levels of collaboration and cognitive engagement in children's play. Structural equation modeling was applied to test direct and indirect effects, confirming the hypothesis that comparatively elaborate beliefs of teachers on group processes result in practices supporting group processes as well as more collaboration and cognitive engagement in children's play.

ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Early Childhood Research Quarterly - Volume 29, Issue 3, 3rd Quarter 2014, Pages 369–377
نویسندگان
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