Chinese and U.S. Preschool Teachers' Beliefs About Supporting Children's Cooperative Problem Solving During Play

• In Event: AERA Poster Session 8
  In Poster Session: Early Childhood Outcomes

Abstract

The purpose of this study was to investigate Chinese (n = 3) and US (n = 3) teachers’ pedagogical beliefs about children’s cooperative problem solving during play and their decision makings regarding how to support children to advance this skill in classrooms. Data included a) semi-structured, video-stimulated recall teacher interviews, and b) researcher journal entries, and they were analyzed using constant comparative analysis method. The study findings indicated that the Chinese and US teachers believed children are competent and have the autonomy to decide how to solve problems with peers. Although the beliefs were similar across teachers, their execution of these beliefs varied, which reflected their cultural uniqueness in the ways of scaffolding and creating classroom environments.

Authors

• Meilan Jin, Western Washington University

• Mary Jane Moran, The University of Tennessee