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Interventions of an early childhood teacher during problem-solving activities.

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Title: Interventions of an early childhood teacher during problem-solving activities.
Authors: Castro Rodríguez, Elena1, Torres González, María D.1 mtorresg@ugr.es, Maniega Fernández, Marina2
Source: European Early Childhood Education Research Journal. Aug2024, Vol. 32 Issue 4, p640-657. 18p.
Subject Terms: *Activity programs in early childhood education, *Academic achievement, *Academic motivation, *Effective teaching, Problem solving methodology
Abstract: This 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. [ABSTRACT FROM AUTHOR]
Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Interventions of an early childhood teacher during problem-solving activities.
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  Data: <searchLink fieldCode="AR" term="%22Castro+Rodríguez%2C+Elena%22">Castro Rodríguez, Elena</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Torres+González%2C+María+D%2E%22">Torres González, María D.</searchLink><relatesTo>1</relatesTo><i> mtorresg@ugr.es</i><br /><searchLink fieldCode="AR" term="%22Maniega+Fernández%2C+Marina%22">Maniega Fernández, Marina</searchLink><relatesTo>2</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Aug2024, Vol. 32 Issue 4, p640-657. 18p.
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  Data: *<searchLink fieldCode="DE" term="%22Activity+programs+in+early+childhood+education%22">Activity programs in early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+motivation%22">Academic motivation</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+methodology%22">Problem solving methodology</searchLink>
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  Label: Abstract
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  Data: This 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/1350293X.2023.2279544
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              Text: Aug2024
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