Examining Reciprocal Relationships: Early Childhood Teachers' Epistemic Beliefs, Environments, and Literacy Instruction Practices

• In Event: Cognition and Motivation During Childhood

Abstract

We investigated the dynamic relationships that emerged in two early childhood teachers’ beliefs, teaching environments, and practice with respect to literacy instruction using a rigorous qualitative data collection and analysis process. The interactive components of triadic reciprocal determinism were evident in data from both teachers. Looking across the data sources of each individual teacher we saw reciprocity that suggested the teachers’ beliefs were in alignment with their design of the environment and with their literacy instruction. At times we saw that the interactions among beliefs and environment volleyed back and forth which seemed to generate further action by the teacher. Findings can be used to inform the work of early childhood teacher educators as well as early childhood teachers themselves.

Authors

• Kit Marie SaizdeLaMora, Francis Marion University

• Helenrose Fives, Montclair State University