Eliciting Thinking in Early Childhood Education
Case Studies on Strategies of Chilean Teachers of 4–6-Year-Olds
Bibliographic Data
| ID | 22420690 |
|---|---|
| Authors | Tatiana López-Jiménez (0000-0002-5870-6853, Viña del Mar University, corresponding author), Valentina Toro (0009-0001-0761-3630, Viña del Mar University), Sílvia Cavalcante (0000-0002-8824-2762, Universitat de Lleida), Deydi Saballa-Pavez (0000-0001-6519-8845, Universidad de Los Andes, Chile), Rosa Colomina Álvarez (0000-0002-7110-8364, Centre d’Investigació i Desenvolupament) |
| Year | 2026 |
| Publication date | 2026-06-22 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Childhood Education Journal (JOURNAL) |
| Journal identifiers | ISSN: 1082-3301 • E-ISSN: 1573-1707 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10643-026-02287-5 |
| OpenAlex | W7165519557 |
| Language | EN |
| References cited | 32 |
Early childhood · Early childhood education · Interactivity · Sociology of Education · Teaching method · Early Childhood Education and Development · Education and Critical Thinking Development · Science Education and Pedagogy
Definition and Analysis of Data from Videotape
Teaching Practice
Scaffolding in Teacher–Student Interaction
Evidence for General and Domain-Specific Elements of Teacher–Child Interactions
The Study of Core Practices in Support of More Ambitious Teacher Training
Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
Engagement in high‐leverage science teaching practices among novice elementary teachers
Eliciting and working with student thinking
Caregiver ability to notice and enact effective interactions in early care classroom settings
What Is Reflection? Looking for Clarity in an Ambiguous Notion
Core Practices and Pedagogies of Teacher Education
| Highly cited | No |
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