A1 Journal article (refereed)
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school (2016)

Lerkkanen, M.-K., Kiuru, N., Pakarinen, E., Poikkeus, A.-M., Rasku-Puttonen, H., Siekkinen, M., & Nurmi, J.-E. (2016). Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school. Early Childhood Research Quarterly, 36(3rd Quarter), 145-156. https://doi.org/10.1016/j.ecresq.2015.12.023

JYU authors or editors

Publication details

All authors or editors: Lerkkanen, Marja-Kristiina; Kiuru, Noona; Pakarinen, Eija; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik

Journal or series: Early Childhood Research Quarterly

ISSN: 0885-2006

eISSN: 1873-7706

Publication year: 2016

Volume: 36

Issue number: 3rd Quarter

Pages range: 145–156

Publisher: Pergamon; National Association for the Education of Young Children

Publication country: Netherlands

Publication language: English

DOI: https://doi.org/10.1016/j.ecresq.2015.12.023

Publication open access: Not open

Publication channel open access: 

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/48398

Abstract

This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we investigated whether associations between teaching practices and children's academic skills development in Grade 1 differed among children who had low, average, or high initial academic skills at the beginning of school. The reading and math skills of 1,132 Finnish children from 93 classrooms were assessed at the beginning and end of Grade 1, and the Early Childhood Classroom Observation Measure (ECCOM) was used to observe teaching practices in 29 classrooms. The results of multilevel modeling showed, first, that better reading skills upon entering school were associated with a higher level of child-centered teaching practices in the classroom. Second, a high level of child-centered teaching practices predicted children's reading and math skills development during the first school year. Third, the results showed that child-centered teaching practices were equally beneficial for the academic skills development of children with varying initial skill levels. However, teacher-directed practices were found to be negatively associated with reading skills development, particularly among children who had average or high initial reading skills at the beginning of school. The results emphasize the importance of child-centered teacher practices in promoting children's academic skills development also after kindergarten in elementary school.

Keywords: reading; learning; school beginners; literacy; mathematical skills; educational methods; teacher-pupil relationship

Free keywords: math; child-centered practices; teacher-directed practices; grade 1

Contributing organizations

Related projects

Ministry reporting: Yes

Reporting Year: 2016

JUFO rating: 2