Relation between preschool teachers' experience, frequency of reflection, and perception of practical skills

Abstract

Improvement of the quality of early childhood education and care is an issue that has generated attention internationally. Studies with quantitative indicators of the practical skills of preschool teachers are needed in order to better serve our children's education. The present study examined the relation between preschool teachers' perception of practical skills, the length of their teaching experience, and their frequency of reflection. Preschool teachers (N = 434) completed a questionnaire. Explanatory factor analysis of the questionnaires identified 3 aspects of practical skills: comprehension of living conditions, responsiveness based on understanding the children, and configuration skill of environment. The reliability of these 3 was confirmed. The results of confirmatory factor analysis showed that the model was an acceptable fit. The results of a correlational analysis showed that the relation between preschool teachers' perception of practical skills and the length of their teaching experience was stronger than that between the length of their teaching experience and reflection. The relation between reflection and their perception of practical skills was the strongest. In addition, the results of a multiple regression analysis for practical skills revealed a large effect of analytical reflection on children. The present results suggest that newer preschool teachers are able to enhance their perception of practical skills through reflection, and that it is particularly important for them to reflect on the children.