‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China

Abstract

ABSTRACT Aiming to inform teaching practices and understand cultural differences, we examined praise practices of high- and low-quality preschool teachers in China. As part of a broader project, we purposefully selected three high-quality and three low-quality teachers based upon their Pre-K CLASS ratings and self-reports, and conducted qualitative analysis of their class videos. The two groups gave similar amount of praise, but extremely high or low numbers were observed among the low-quality teachers. The high-quality teachers applied specific praise more while the low-quality teachers used general praise more. Although both groups used praise heavily in whole group activities, the high-quality teachers utilized praise more in small group activities, while the low-quality teachers used praise more in transitions. Additionally, the high-quality teachers used praise more effectively to provide emotional support, classroom organization, and instructional support. Finally, the Chinese teachers praised their students substantially less than American or Australian teachers in other published studies.