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The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten

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Abstract

This research investigated the effects of different pedagogical approaches on the learning of length measurement in kindergarten children. Specifically examined were the pedagogical approaches of guided instruction, center-based learning, and free exploration in the context of a play-based learning environment. This mixed design research was implemented in three different classrooms—with one classroom functioning as a control setting. Results suggest that neither guided instruction nor center-based approaches influenced learning more so than free exploration. Older children did better on the measurement tasks which suggests that age or a developmental progression, rather than the pedagogical approach, is more influential when learning how to measure. More children, regardless of grade, showed a preference for using rulers, albeit the older children were more accurate in their use. Education implications are discussed.

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Authors and Affiliations

  1. Faculty of Education & Faculty of Science, Wilfrid Laurier University, 75 University Avenue, Waterloo, ON, N2L 3C5, Canada

    Donna Kotsopoulos

  2. Faculty of Education, Wilfrid Laurier University, Waterloo, ON, Canada

    Samantha Makosz & Katharine McCarthy

  3. Ontario Institute for Studies in Education, University of Toronto, Toronto, ON, Canada

    Joanna Zambrzycka

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  1. Donna Kotsopoulos
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  2. Samantha Makosz
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  3. Joanna Zambrzycka
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  4. Katharine McCarthy
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Correspondence to Donna Kotsopoulos.

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Kotsopoulos, D., Makosz, S., Zambrzycka, J. et al. The Effects of Different Pedagogical Approaches on the Learning of Length Measurement in Kindergarten. Early Childhood Educ J 43, 531–539 (2015). https://doi.org/10.1007/s10643-014-0686-x

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