The effect of self-evaluation using video analysis on the modification of helping skills in kindergarten teachers

The purpose of this study was to examine the effect that self-evaluation, by video analysis, had on the modification of teachers' helping skills for 3 to 6-year-old children in kindergarten. Six teachers were required to record their daily classes on video. While watching the recordings, they evaluated themselves on 40 items of helping skills 5 times, in consecutive intervals within a 2-week period. One group started in May, while the other group started in September. The categories of the skill targets were Direct Skills, i.e., holding and playing with children, a direct approach using verbal and nonverbal language, Supporting Skills, i.e., looking over children's activities or staying close to them, an indirect approach by using nonverbal language, and Other Skills, i. e., suggesting play and emotional comforting. Both sets of teachers' improvement varied according to the age group of their class. The intervention resulted in an increase in the variety and frequency of Direct and Supporting Skills, while other skills did not show any improvement. This study found self-evaluation using video analysis to be effective for improving helping skills.