@article{Perren2017Child-35949,
  year={2017},
  doi={10.1016/j.ecresq.2016.07.001},
  title={Child-centred educational practice in different early education settings : Associations with professionals' attitudes, self-efficacy, and professional background},
  volume={38},
  issn={0885-2006},
  journal={Early Childhood Research Quarterly},
  pages={137--148},
  author={Perren, Sonja and Herrmann, Sandra and Iljuschin, Irina and Frei, Doris and Körner, Carolin and Sticca, Fabio}
}

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    <dc:creator>Perren, Sonja</dc:creator>
    <dc:contributor>Iljuschin, Irina</dc:contributor>
    <dc:contributor>Perren, Sonja</dc:contributor>
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    <dc:creator>Herrmann, Sandra</dc:creator>
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    <dc:contributor>Sticca, Fabio</dc:contributor>
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    <dc:contributor>Herrmann, Sandra</dc:contributor>
    <dc:contributor>Frei, Doris</dc:contributor>
    <dc:creator>Körner, Carolin</dc:creator>
    <dc:contributor>Körner, Carolin</dc:contributor>
    <dc:creator>Iljuschin, Irina</dc:creator>
    <dcterms:abstract xml:lang="eng">The present study investigated whether teacher beliefs (self-efficacy and attitudes) mediate the impact of professional background on child-centred educational practice. We specifically investigated whether teacher beliefs related to self (self-efficacy) are a stronger predictor of educational practice than teacher beliefs related to teaching approach (attitudes). A total of 265 professionals from different early education and care settings (i.e., centre-based daycare, family-based daycare, and educational playgroups) in Switzerland participated in the study. A self-report questionnaire was developed to assess professionals’ self-efficacy, attitudes and educational practice in terms of child-centredness. The results confirm the factorial validity of the questionnaire. Self-efficacy positively predicted educational practice, while professionals’ attitudes were not associated with educational practice. Further, the positive effect of domain-specific knowledge on educational practice was mediated by self-efficacy. Finally, family daycare providers reported lower self-efficacy and lower levels of child-centred educational practice than other professionals. The present study emphasises the role of professionals’ self-efficacy in the context of delivering high-quality childcare and child-centred education in early childhood. The results suggest that promoting knowledge of teaching approaches may be a promising way to promote early childhood educators’ child-centred educational practice through increasing their self-efficacy.</dcterms:abstract>
    <dc:creator>Sticca, Fabio</dc:creator>
    <dc:date rdf:datatype="http://www.w3.org/2001/XMLSchema#dateTime">2016-11-17T14:22:04Z</dc:date>
    <dc:creator>Frei, Doris</dc:creator>
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