Contemporary foreign studies in preschoolers’ motivation development 1858
The article presents the review of contemporary foreign studies related to the problem of motivation development in preschoolers. The bigger part of these publications is focused on the study of achievement motivation in terms of preschoolers’ learning and their readiness for school education. The data analyzed in the article indicates the influence of child motivation on his/her academic achievement. The results of the studies demonstrate that the practice of preschool education centered on a child, his/her needs and interests as well as child social competence positively correlate with formation of child interest to systematic school study. Promoting to child motivational development is thus the substantial task of preschool education.
Alexander J.M. The development of conceptual interests in
young children / J.M. Alexander, K.E. Johnson, M.E. Leibham, K. Kelley //
Cognitive Development. 2008. Vol. 23, № 2. P. 324–334.
Aunola K., Leskinen E., Nurmi J.-E. Developmental dynamics
between mathematical performance, task motivation, and teachers’ goals during
the transition to primary school // British Journal of Educational Psychology.
2006. Vol. 76, № 1. P. 21–40.
Berhenke A. Observed emotional and behavioral indicators
of motivation predict school readiness in Head Start graduates / A. Berhenke,
A.L. Miller, E. Brown, R. Seifer, S. Dickstein // Early Childhood Research
Quarterly. 2011. Vol. 26, № 4. P. 430–441.
Day C.A., Burns B.M. Characterizing the Achievement
Motivation Orientation of Children From Low- and Middle-Income Families //
Early Education & Development. 2011. Vol. 22. № 1. P. 105–127.
Greene M.R., Pasnak R., Romero S.L. A Time Lag Analysis of
Temporal Relations Between Motivation, Academic Achievement, and Two Cognitive
Abilities // Early Education & Development. 2009. Vol. 20. № 5. P.
Gilmore L., Cuskelly M., Purdie N. Mastery Motivation:
Stability and Predictive Validity from Ages Two to Eight // Early Education
& Development. 2003. Vol. 14, № 4. P. 411–424.
Johnson K.E. Factors associated with the early emergence
of intense interests within conceptual domains / K.E. Johnson, J.M. Alexander,
S. Spencer, M.E. Leibham, C. Neitzel // Cognitive Development. 2004. Vol. 19, №
3. P. 325–343.
Harris R.S. Motivation and School Readiness: What Is
Missing From Current Assessments of Preschooler's Readiness for Kindergarten?
// NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field.
2007. Vol. 10, № 3–4. P. 151–163.
Leibham M.E. Parenting behaviors associated with the
maintenance of preschoolers’ interests: A prospective longitudinal study / M.E.
Leibham, J.M. Alexander, K.E. Johnson, C.L. Neitzel, F.P. Reis-Henrie //
Applied Developmental Psychology. 2005. Vol. 26. P. 397–414.
Lepola J. The Role of Gender and Reading Competence in the
Development of Motivational Orientations from Kindergarten to Grade 1 // Early
Education and Development. 2004. Vol. 15, № 2. P. 215–240.
Lerkkanen M.-K. The Role of Teaching Practices in the
Development of Children’s Interest in Reading and Mathematics in Kindergarten /
M.-K. Lerkkanen, N. Kiuru, E. Pakarinen, J. Viljaranta, A.M. Poikkeus, H.
Rasku-Puttonen, M. Siekkinen, J.-E. Nurmi // Contemporary Educational
Psychology. 2012. Vol. 37, № 4. P. 266–279.
Li J. “I learn and I grow big” Chinese preschoolers’
purposes for learning // International Journal of Behavioral Development. 2004.
Vol. 28, № 2. P. 116–128.
McDermott, Leigh N.M., Perry M.A. Development and
validation of The Preschool Learning Behaviors Scale // Psychology in the
Schools. 2002. Vol. 39, № 4. P. 353–365.
McDermott P.A. The Preschool Learning Behaviors Scale:
Dimensionality and External Validity in Head Start / P.A. McDermott, S.H.
Rikoon, C. Waterman, J.W. Fantuzzo // School Psychology Review. 2012. Vol. 41,
№ 1. P. 66–81.
Nurmi J.E., Aunola K. Task-motivation during the
first school years: A person-oriented approach to longitudinal data // Learning
and Instruction. 2005. Vol. 15, № 2. P. 103–122.
Stipek D., Byler P. The early childhood classroom
observation measure // Early Childhood Research Quarterly. 2004. Vol. 19, № 3.
Viljaranta J. Cross-lagged relations between task
motivation and performance in arithmetic and literacy in kindergarten / J.
Viljaranta, M.-K. Lerkkanen, A.-M. Poikkeus, K. Aunola, J.-E Nurmi // Learning
and Instruction. 2009. Vol. 19, № 4. P. 335–344.
Fyrsten S., Nurmi J.E., Lyytinen H. The role of
achievement beliefs and behaviours in spontaneous reading acquisition //
Learning and Instruction. 2006. Vol. 16, № 1. P. 569–582.
Wang P.-J. The stability of mastery motivation and its
relationship with home environment in infants and toddlers / P.-J. Wang, A.-W.
Hwang, H.-F. Liao, P.-C. Chen, W.-S. Hsieh // Infant Behavior and Development.
2011. Vol. 34, № 3. P. 434–442.
Zentall S.R., Morris B.J. “Good job, you are so smart”:
The effects of inconsistency of praise type on young children’s motivation //
Journal of Experimental Child Psychology. 2010. Vol. 107, № 2. P.