emotion knowledge, teacher expectation & academic achievement in preschool...
DESCRIPTION
Early academic achievements leads to higher self-esteem, better health, and most importantly, ongoing academic success (Murrell, Salsman & Meeka,2003; Rudasill, Gallagher & White, 2010). Thus, it is crucial to find out how we can boost academic achievement in young children. In this study, we explore two possible ways - Emotion Knowledge & Teacher's Expectation *This is not from a published, peer-reviewed, journal article. It is a student-based final year project.TRANSCRIPT
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Emotion Knowledge, Teacher Expectations & Academic Achievement in Preschool Children
Annabelle � Denise � Maxine � Saul
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• Introduction – Objective of Study
– Background Research
– Hypotheses
– Variables
• Methods
• Results & Analysis
• Discussion – Theoretical &
Practical Implications
– Limitations
– Future Research
• Q & A
Outline
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Introduction
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Early academic achievement leads to:
Higher self-esteem, better health &
ongoing academic success
Thus, it is crucial to find ways to boost it, and this study explores 2 possible ways:
Emotion Knowledge & Teachers’ Expectations
Did you know...
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• To explore how early academic achievement can be enhanced through emotion knowledge & teachers’ expectations
• To see if a developmental trajectory is present for emotion knowledge in Singaporean children
Objectives of Study
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Background Research
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• Develops during preschool
• Key predictor of academic success
• Made up of: – Receptive emotion knowledge (recognition)
– Expressive emotion knowledge (labeling)
– Emotion situation knowledge (understanding causes and consequences)
Emotion Knowledge
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EK & Academics
Development and use of EK components
Better behavioral and emotional regulation
Able to pay better attention when learning
ACADEMIC SUCCESS!
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Teachers’ Expectations
Young children go to preschool everyday
Spend time interacting with their teachers
Teachers develop expectations of them
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• Expectations may influence children’s – Behavior, to match these expectations
– Early educational opportunities
– Early learning environment
• Any combination of these would influence academic success
Expectations & Academics
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• Emotion knowledge is related to academic achievement
• Teachers’ expectations are related to children’s academic achievement
• A developmental trajectory is observed for emotion knowledge
And so, our hypotheses...
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• Emotion knowledge – Emotion Matching Task (EMT)
• Teacher’s expectations – Questionnaire on child’s school readiness
(to include all aspects)
• Academic achievement – Math: Test of Early Mathematical Ability (TEMA-III)
– Language: Peabody Picture Vocabulary Test (PPVT-IV)
• Age in months
Variables/Measures
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Methods
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• Participants – 65 preschoolers (36 male, 29 female) and
their teachers via convenience sampling
– Age of children: 37-72 months (3-6 years)
– Main language spoken is English
• Correlational study (no manipulation)
Background Info
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Recruitment
(2-3 weeks)
Assessment of children
(3 x 20 min)
Debrief
(1 week)
Procedure
• Information session with preschool principal • Consent forms given to teachers and parents/guardians
• Questionnaire given to teachers
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• Questionnaire on expectations of child’s school readiness – Covers social, emotional, behavioral and
cognitive domains
• Adapted from 1993 National Household Education Survey – Certain questions were adjusted to suit a
standard rating scale
Teacher Questionnaire
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Sample question:
The child can recognize ____ of the letters of the alphabet.
Teacher Questionnaire
Rating Rating Scale
5 All
4 Most
3 Some
2 A few
1 No/None
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Recruitment
(2-3 weeks)
Assessment of children
(3 x 20 min)
Debrief
(1 week)
Procedure
• 3 separate sessions on different days for each child • Each session (emotion knowledge, math & language) was
20 minutes with a debrief
• The order of sessions was randomized for every child
• Environment was conducive with minimal distraction
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Recruitment
(2-3 weeks)
Assessment of children
(3 x 20 min)
Debrief
(1 week)
Procedure
• Emotion Knowledge session: Emotion Matching Task • Math session: Test of Early Mathematical Ability
• Language session: Peabody Picture Vocabulary Test
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• Assesses early emotion knowledge
• Has 4 sections (12 questions each)
• Only requires child to point, except for part 3 which requires a verbal response
• Focuses on 4 main emotions: – Happy, Sad, Angry and Scared/Surprised
Emotion Matching Task
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Part 1: Matching expressions of the same emotion
Her face shows how she feels. Show me which one of these feels the same way.
Part 2: Matching the appropriate emotion for a given scenario
Show me the one who got a nice new toy, just what they wanted.
Emotion Matching Task
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Part 3: Labeling expressions of different emotions
Look at his face. Can you tell me how he feels?
Part 4: Matching the appropriate expression for a given emotion
Show me the one who is happy.
Emotion Matching Task
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• Assesses early mathematical ability through standardized testing
• Tests both formal and informal skills, such as addition, problem solving, counting and number recognition
• Made up of short, game-like activities
• Uses concrete, pictorial and abstract forms
• Involves verbal, non-verbal and writing items
TEMA-III
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Sample questions:
• Show me 4 fingers
• How many cats are there?
• If you have 4 tokens and you get 1 more, how many do you have altogether?
TEMA-III
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• Assesses receptive vocabulary ability in children and adults through standardized testing
• Predicts a person’s acquisition or mastery of the English language (language competency)
• All items are presented in a 4-picture page layout and require the person to point to the picture that depicts a certain word
PPVT-IV
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Sample question:
Put your finger on laughing.
PPVT-IV
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Recruitment
(2-3 weeks)
Assessment of children
(3 x 20 min)
Debrief
(1 week)
Procedure
• Debrief for principal, teachers and children • Collection of teacher questionnaires
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Results
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Variable Measure Reliability (alpha)
Emotion knowledge
Total score on EMT > .7
Academic achievement
Mean standardized math and language ability scores from the TEMA and PPVT
> .9 (TEMA and PPVT)
Teacher expectations
Mean score on questionnaire
> .7
Age Age in months -
Measures & Reliability
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• Bivariate correlation (Pearson) – Emotion knowledge and academic achievement
– Teacher expectations and academic achievement
• Linear regression – Age as a predictor of emotion knowledge
Statistical Tests
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60
70
80
90
100
110
120
130
0 10 20 30 40 50 Emotion Knowledge
Academic Achievement
Linear (Academic Achievement)
EK & Academics
r (63) = .52, p < .001
Emotion knowledge has a significant, positive correlation with academic achievement
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0
0.1
0.2
0.3
0.4
0.5
0.6
Academic achievement
Language ability Math ability
Correlation with emotion knowledge
EK & Academics
L: r (63) = .43, p < .001 M: r (63) = .38, p < .01
Emotion knowledge is significantly correlated with individual components of academic achievement (language and math)
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0
1
2
3
4
5
6
0 10 20 30 40 50 Emotion Knowledge
Teacher expectations
Linear (Teacher expectations)
Expectations & Academics
r (63) = .01, p > .05
Teacher expectations has no relation with academic achievement
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EK and Age
0
10
20
30
40
50
35 40 45 50 55 60 65 70 75 Age (in months)
Emotion Knowledge
Linear (Emotion Knowledge)
Age is a significant predictor of emotion knowledge
b = .43, t (63) = 3.99, p < .001
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• Emotion knowledge is related to academic achievement: SUPPORTED! – Emotion knowledge is significantly positively related
to academic achievement
– Emotion knowledge has the highest correlation with academic achievement (as a whole), followed by language and then math
Hypotheses
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• Teachers’ expectations are related to children’s academic achievement: NOT SUPPORTED
• A developmental trajectory is observed for emotion knowledge: SUPPORTED! – Age is a significant predictor of emotion knowledge
Hypotheses
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Discussion
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Significant positive correlation found between emotion knowledge and academic achievement.
• Both emotional and cognitive parts are linked and develop together
• Relationship between EK and academics is universal across different cultures
– Singapore is a multicultural society
Theoretical Implications
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Significant positive correlation found between emotion knowledge and language/math (individual
components of academics). • Development of understanding and regulating emotions
in very young children is closely related with general language ability (as found in previous research)
• Mathematical ability is also important and plays a part in emotional development (and vice versa)
Theoretical Implications
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There is no relationship found between teacher expectations and academic achievement.
• It does not matter what is expected of a child, because it has no effect on their academic achievement
• The effect of expectations may not always be present (may only be present in older children)
• Preschoolers, especially the younger ones may not be old enough to understand what their teacher’s expectations are or to let these expectations affect them
Theoretical Implications
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Age is a significant predictor of emotion knowledge.
• Emotion knowledge develops with age, suggesting the presence of a developmental trajectory
• Although we can try to help children learn EK skills at an earlier age, not all of them may be ready
• Emotion knowledge may increase with age because of the increased number of social & emotional experiences of the child and their interactions with other people
Theoretical Implications
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• Learning of emotion knowledge skills should be incorporated into the preschool curriculum
– It may help to boost academic achievement and thus, school readiness (which involves both socio-emotional and cognitive areas)
• Emotion knowledge develops with age, so a younger child cannot typically be expected to have the same level of emotion knowledge as an older child
Practical Implications
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• Lack of standardized scoring for EMT • Majority of the testing items and tasks were verbal
– May not be truly representative of the child’s academic achievement (which also includes written ability and their performance in class)
• Teachers may rate all their students high because of social desirability (may not be how they really feel)
• Singapore is multicultural
Limitations
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• Use written as well as verbal tasks, along with child’s performance in class
• Compare different cultures
– Parenting style and involvement
– Parental expectations
• Look at presence of older siblings
• Mixed-age group preschools (Full/partial/none)
• Look at the school’s syllabus/culture - some may focus on individual work while others may focus on group activities
Future Research
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Q and A