About this srcd poster session

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Panel information
Panel 18. School Readiness/Childcare

Abstract

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PURPOSE

This study examines early childhood teachers’ science teaching practices and its relation to children’s self-regulated learning (SRL) skills (i.e., learners plan, monitor, and reflect on their own learning). We ask the following research questions (RQs):

RQ1. How do teachers engage children during science activities?
RQ2. How do teachers facilitate children’s conceptual learning and SRL during science activities?
RQ3. Is science teaching quality related to children’s SRL improvement (controlling for age)?

METHODS

This mixed methods study is part of a larger study on early childhood science education. A total of 20 preschool and kindergarten teachers and 110 children (average age = 60 months) were recruited from rural areas of a northwest state in the U.S. (see Table 1).

Science teaching practices were assessed using the Science Teaching and Environment Rating Scale (STERS; Chalufour et al., 2003) across eight domains (e.g., promote inquiry learning; foster collaboration). Trained research assistants (RAs) first observed science teaching practices in the classrooms and then interviewed teachers about their instructional decision-making at two time points in October 2022 and April 2023. The RAs scored the observation fieldnotes and interview transcripts based on a validated four-point rubric ranging from Deficient (1) to Exemplary (4).

Children’s SRL was measured using the teacher-reported Children’s Independent Learning Development checklist (CHILD; α = .97; Whitebread et al., 2009) at two time points in September 2022 and May 2023. CHILD contains four subscales: Cognitive, motivational, prosocial, and emotional subscales. Each subscale uses a four-point Likert scale ranging from Never (1) to Always (4).

ANALYSIS AND RESULTS

For RQs1 and 2, four researchers analyzed the STERS observation fieldnotes and interview transcripts via open, axial, and selective coding. We found that teachers engage children’s science learning in five ways: 1) Creating experiential learning opportunities, 2) following children’s interests, 3) using positive feedback to encourage children’s participation (e.g., “Good guess! Now let’s find out”), 4) asking questions to guide children’s learning (e.g., “Which part of beet grows above the ground?”), 5) using classroom management skills to redirect children. Teachers primarily use verbal prompts to promote children’s scientific conceptual learning and SRL, such as asking questions that guide children’s predictions (“I’m going to cut the beet, what do you think the inside looks like?”), observation (“ask a question about what they see, taste, and smell.”), and reflection (“Talking to them [children] at circle time about the next lesson, they always pull something from the last lesson.”)

For RQ3, linear mixed modeling was used with children’s CHILD gain scores (i.e., Time 2 scores minus Time 2 scores) at level-1 and teachers’ STERS scores at level-2. The results showed that gain scores in the cognitive (t(19) = 2.33, β = .24, p = .02) and motivational (t(19) = 2.16, β = .15, p = .03) components of CHILD were significantly associated with STERS scores. In other words, children tended to have more advanced SRL skills when their teachers had better science teaching practices. Our results indicate the potential of nurturing young children's SRL via quality early science education.

Author information

Author	Role
Shiyi Chen, Ph.D., University of Idaho	Presenting author
Rachel Geesa, Ball State University	Non-presenting author
Hyuksoon Song, Georgian Court University	Non-presenting author
Burcu Izci, Florida State University	Non-presenting author

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