Description:
This review investigates the conceptualization and measurement of engagement in early childhood education and how measures align with conceptualizations. Findings reveal engagement is defined as solely behavioral in eight (38%) of the 21-articles reviewed, with most articles (67%) measuring engagement through observations. Additionally, most articles (95%) align their conceptualization and measurement of engagement. Opportunities for fine-tuning approaches to measuring engagement in early childhood are discussed. (author abstract)
Resource Type:
Literature Review