Feedback and Feedforward Practices in Early Childhood Education: Perspectives from Classroom Practice in Sri Lanka

Abstract

Feedback and feedforward are essential components of the effective teaching and learning process in ECE. When children engage in different activities, feedback and feedforward motivate and support their learning. The main aim of this study was to identify how feedback and feedforward practices are implemented in preschool classrooms and how far these concepts enhance the overall development of a child. This study used a survey design with a qualitative approach and collected data through classroom observations and interviews with twenty preschool teachers from the Colombo district in Sri Lanka. The stratified random sampling method was used to collect data, and the data were analyzed descriptively. Overall, the findings revealed that preschool teachers operate with limited attention to feedback and feedforward practices. Both the strengths and weaknesses of teachers in the teaching-learning process were identified through the way teachers provide feedback and feedforward. Thirty-five per cent of preschool teachers from governments and some private international preschools pay attention to enhancing children’s developmental areas using different methods and strategies to use for feedback and feedforward to motivate children. This behavior could be identified throughout the process. However, many preschool teachers were not concerned about these matters. Some teachers did not use practical activities or provide play opportunities for children. Most children were seated on chairs and engaged in writing activities. The teachers checked their final work and marked it as correct or asked them to do it again. It was clear that many teachers lack philosophical and psychological perspectives on child development.