Exploring the Connection Between Preschool Teacher Beliefs, Responsiveness and Child Learning Outcomes

Session Type: Working Group Roundtable

Abstract

This session will explore the theoretical connection between teacher beliefs, teacher responsiveness, and child learning outcomes in the early childhood education (ECE) context. Roundtable leaders will discuss their own work in the areas of studying: preschool teacher beliefs about child math skill, preschool teacher child-centered beliefs and its association with child language outcomes and preschool teacher responsiveness and its association with child language outcomes. Discussion in this session will center on the connection between teacher beliefs and teacher responsiveness as well as the role preschool teachers play in promoting children’s cognitive skill (i.e. language and math skill) development through responsive and humanizing interactions.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Michelle Rose Madlansacay, University of Chicago

Papers

• Teacher beliefs about child early math skill development - Emilia Wenzel, University of Chicago

• Examining the role of early childhood teacher-child interactions in children’s language learning - Michelle Rose Madlansacay, University of Chicago

• Early childhood teachers’ beliefs about children, classroom quality and children’s early language - Jamlick Bosire, University of Missouri

Discussants

• Jamlick Bosire, University of Missouri

• Emilia Wenzel, University of Chicago