Observing self-efficacy in kindergarten circle time and beginning reading
Abstract
It has been established that self-efficacy is an important construct in academic success at least for students in third grade and above, according to the research. In early childhood education, self-efficacy is not often taken into consideration. However, the present study examines whether five- and six-year-old children possess self-efficacious qualities. If so, are the qualities applied in general kindergarten activities for example circle time and task specific activities such as reading. In addition, it examines the role self-efficacy plays in reading achievement. The qualitative research observes the efficacious language and behavior of five students in a kindergarten classroom during a six week period using a case study method. Surveys, questionnaires, video recording and teacher journals provide data for analysis using established codes by researchers in the field of self-efficacy. The results are that four of the five case study students displayed self-efficacious qualities which they applied to general and task specific activities. Reading level increases varied from two levels to ten levels. The conclusion of the study is that self-efficacy is present in young children and is associated with reading achievement. Policy makers, administrators and educators should consider the importance of nurturing and or teaching the construct at an early age.
Subject Area
Early childhood education|Social studies education|Literacy|Reading instruction
Recommended Citation
Lundquist, Catherine, "Observing self-efficacy in kindergarten circle time and beginning reading" (2015). ETD Collection for Fordham University. AAI3703257.
https://research.library.fordham.edu/dissertations/AAI3703257
