Teacher-perceived clash predicts lower interest and pre-academic skills in maths and literacy among kindergarteners, a new study from Finland shows. Kindergarten represents a a very powerful context in which children develop school-related skills and patterns of engagement that form the basis for the development of later competencies important for academic success. Kindergarten achievement has been found to be highly predictive of later academic skills.
Provided the long-lasting effects that kindergarten experiences have on later schooling, it is very important understand the factors associated with children’s learning and motivation right through this time.
The quality of teacher-student interplay has been found to be important when it comes to many different academic and socio-emotional outcomes. Then again, much of the preceding work in the field has focused on children in later grades in elementary school and has been conducted in america. Fewer studies have been conducted in other educational contexts and in kindergarten specifically.
Researchers from the University of Jyvaskyla, the University of Eastern Finland, and New York University of Abu Dhabi investigated bidirectional links between the quality of teacher-child relationships and children’s interest and pre-academic skills in literacy and math in Finland.
Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (48). The study is a part of the Teacher Stress Study, led by Professor Marja-Kristiina Lerkkanen and Associate Professor Eija Pakarinen at the University of Jyvaskyla.
The results indicated that teacher-perceived clash predicted lower interest and pre-academic skills in both literacy and maths. It is conceivable that when children experience clash with teachers, the negative emotions attached to these conflicts are harmful for children’s engagement in learning and diminish their interest in academic tasks.
Additionally it is conceivable that children experiencing conflicts are lacking out on time on learning literacy and maths, either because they’re disengaged from instructional activities or because teachers have to spend more instructional time on behavioural management.
The findings spotlight the importance of kindergarten teachers being aware of how their relationships with children can influence children’s later schooling. It would be important to develop pre-service and in-service programmes and interventions to assist teachers in building supportive, low clash relationships with children.
Teacher education programmes may additionally get pleasure from educating teachers not only approximately academic satisfied and pedagogical practices but also in strategies that build supportive relationships with children.
“In comparison to daycare, kindergarten introduces children to a more structured learning surroundings. The experiences children gain in this surroundings may have long-term consequences on the development of their academic motivation and competencies,” Professor Jaana Viljaranta from the University of Eastern Finland said.
“Subsequently, it is very important that our teachers are aware of the power their interplay with children may have, and that they’re supported in finding optimal ways to interact with each and every child, while taking individual strengths and needs into consideration,” Viljaranta added.
(This story has been published from a wire agency feed without modifications to the text. Only the headline has been changed.)
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