ABSTRACT

This study explores preschool teachers’ considerations regarding their work with curriculum content areas and examines possible relationships with their professional competence and group size. Drawing on Bronfenbrenner’s ecological systems theory and mixed-methods analytical procedure, this study analyzes 698 preschool teachers’ considerations on a set of 12 curriculum content areas. The results revealed reading and writing as the two least emphasized content areas. No significant relationship was found among preschool teachers’ ratings of these content areas, their professional background, and group size. Prominent in preschool teachers’ reasoning for rating reading and writing as least emphasized, is a child-directed approach implying that these content areas are not involved in their professional assignment and therefore included merely as a response to children’s specific displayed interest. Implications for the content of early education programs and continuing professional development models are discussed.

摘要

本研究探讨了学前教师对课程内容领域工作的考虑，并考察了与他们的专业能力和小组规模的可能关系。本研究借鉴 Bronfenbrenner 的生态系统理论和混合方法分析程序，分析了 698 名学前教师对一组 12 个课程内容领域的考虑。结果显示，阅读和写作是两个最不被重视的内容领域。学前教师对这些内容领域的评分、他们的专业背景和小组规模之间没有发现显着的关系。在幼儿教师将阅读和写作评为最不重视的推理中突出，是一种以儿童为导向的方法，这意味着这些内容领域不涉及他们的专业任务，因此仅作为对儿童特定表现兴趣的回应。讨论了对早期教育计划内容和持续专业发展模式的影响。