The Study of Daycare Teachers' Teaching Styles on Group Activity

Abstract

Teachers of ECEC (Early Childhood Education and Care) employ unique teaching styles characterized by their individual approaches. This study was investigated teachers' formative factors in group activity. The researcher videotaped blocks of 1-1.5 hours of interaction between a number of children and teachers at daycare centers, from November 2011 to November 2012. The resulting narrative data was collected and analyzed through the SCAT and TEM (this is qualitative analysis method). The teachers' three teaching styles were found in this study. As a common point of previous study, daycare teachers' teaching styles has similar bifurcation point as trouble scene. Specially, conflict point is hiding or not hiding of teachers' intentions.