Kindergarten Task Management and Grade 2 Perceptions of Teacher‐learner Roles
Bibliographic Data
| ID | 9615668 |
|---|---|
| Authors | B CHRIS NASH (Institute for Christian Studies, corresponding author) |
| Year | 1984 |
| Volume | 54 |
| Issue | 2 |
| Pages | 221-222 |
| Publication date | 1984-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1984.tb02582.x |
| OpenAlex | W2113226320 |
| Language | EN |
S ummary . A double‐blind follow‐up study of Grade 2 children showed that those who had experienced a kindergarten programme stressing personal task‐management skills were more likely to perceive themselves as responsible for their own learning than those from teacher‐directed kindergartens
Developmental psychology · Pedagogy · Perception · Task (project management) · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Teacher Professional Development and Motivation
| Highly cited | No |
|---|