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Exploring Teacher Sensitivity, Instructional Learning Formats, and Concept Development in Early Childhood Classrooms

Thu, April 8, 2:00 to 3:00pm EDT (2:00 to 3:00pm EDT), SIG Sessions, SIG-Classroom Observation Roundtable Sessions


Despite abundant research on early childhood education, the relationships of effective teaching practices in early childhood education are inconclusive. This study explored three selected teaching practices under the Classroom Assessment Scoring System (Pianta, La Paro, & Hamre, 2008). Teacher sensitivity was hypothesized to promote both instructional learning formats and concept development directly, as well as enhance the latter indirectly through the former. Structural equation modelling was conducted on data of 395 observations at the 1st year of 44 kindergarten classrooms. The result of a much stronger effect of teacher sensitivity on instructional formats than on concept development is consistent with the findings in the literature, indicating a general greater emphasis on care rather than education in early childhood settings.