Early writing development: kindergarten teachers' beliefs about emergent writing in Qatari preschool settings
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergart...
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| Autor*in: |
Al-Maadadi, Fatima [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
2016 |
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| Rechteinformationen: |
Nutzungsrecht: © 2016 Informa UK Limited, trading as Taylor & Francis Group 2016 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal of early years education - Abingdon : Routledge, Taylor & Francis Group, 1993, 24(2016), 4, Seite 435-447 |
|---|---|
| Übergeordnetes Werk: |
volume:24 ; year:2016 ; number:4 ; pages:435-447 |
| Links: |
|---|
| DOI / URN: |
10.1080/09669760.2016.1244047 |
|---|
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OLC1986032027 |
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| 520 | |a Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of children's emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children's emergent writing in Qatari preschool settings and similar contexts. | ||
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Early writing development: kindergarten teachers' beliefs about emergent writing in Qatari preschool settings |
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Al-Maadadi, Fatima |
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International journal of early years education |
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International journal of early years education |
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Al-Maadadi, Fatima |
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Al-Maadadi, Fatima |
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10.1080/09669760.2016.1244047 |
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370 |
| title_sort |
early writing development: kindergarten teachers' beliefs about emergent writing in qatari preschool settings |
| title_auth |
Early writing development: kindergarten teachers' beliefs about emergent writing in Qatari preschool settings |
| abstract |
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of children's emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children's emergent writing in Qatari preschool settings and similar contexts. |
| abstractGer |
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of children's emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children's emergent writing in Qatari preschool settings and similar contexts. |
| abstract_unstemmed |
Writing often begins during the very early years of childhood; however, some children first learn writing when they begin attending school. Teachers' beliefs about early writing development can influence when and how children learn to write. The purpose of this study was to determine kindergarten teachers' beliefs about the development of children's emergent writing in Qatari preschool settings. A 30-item questionnaire was completed by 93 kindergarten teachers with a range of qualifications, years of teaching experience, areas of specialisation, and preschool teaching level. They were selected from private and government-funded schools in Doha. The questionnaire consisted of four components: mechanisms of writing, concepts of writing, conventions of writing, and composing. The questionnaire responses indicated that teachers hold positive beliefs regarding most emergent writing components, with concepts of writing receiving the highest mean score, followed by mechanisms of writing. The results also revealed statistically significant differences among teachers due to a number of study variables. Based on these findings, the researchers offered a number of suggestions and recommendations aimed at promoting children's emergent writing in Qatari preschool settings and similar contexts. |
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Early writing development: kindergarten teachers' beliefs about emergent writing in Qatari preschool settings |
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http://dx.doi.org/10.1080/09669760.2016.1244047 http://www.tandfonline.com/doi/abs/10.1080/09669760.2016.1244047 http://search.proquest.com/docview/1841176321 |
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Ihmeideh, Fathi |
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| up_date |
2024-07-04T03:57:47.503Z |
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