Marja?Kristiina Lerkkanen|Noona Kiuru|Eija Pakarinen|Anna?Maija Poikkeus|Helena Rasku?Puttonen|Martti Siekkinen|Jari?Erik Nurmi
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school
University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Jyväskylä|University of Eastern Finland|University of Jyväskylä
study examined extent childcentered versus teacherdirected teaching practices predicted development childrens reading math skills first year elementary school addition investigated whether associations teaching practices childrens academic skills development grade 1 differed among children low average high initial academic skills beginning school reading math skills 1132 finnish children 93 classrooms assessed beginning end grade 1 early childhood classroom observation measure eccom used observe teaching practices 29 classrooms results multilevel modeling showed first better reading skills upon entering school associated higher level childcentered teaching practices classroom second high level childcentered teaching practices predicted childrens reading math skills development first school year third results showed childcentered teaching practices equally beneficial academic skills development children varying initial skill levels however teacherdirected practices found negatively associated reading skills development particularly among children average high initial reading skills beginning school results emphasize importance childcentered teacher practices promoting childrens academic skills development also kindergarten elementary school