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1.
In order to examine caregiving relationships of children enrolled in childcare, two longitudinal samples of children, n = 72 and n = 106, were followed from infancy through preschool. Maternal attachment as assessed by the Strange Situation, 4-year-old reunion behavior, and by the Attachment Q-Set tended to be stable across time. Children's teacher-child relationship quality, as measured by the Attachment Q-Set, was stable if the teacher remained the same. When the teacher changed, teacher-child relationship quality tended to be unstable until the children were 30 months old. After 30 months, relationship quality with teachers tended to be stable regardless of whether or not the teacher changed. Maternal and teacher relationships were nonconcordant. There were few interactions between adult caregiver relationship quality and age of entry into child care or intensity of child care. 相似文献
2.
Emily C. Hanno Kathryn E. Gonzalez 《Journal of research on educational effectiveness》2020,13(1):3-28
AbstractStudent absenteeism is a widespread and critical issue in early childhood education. Current efforts to reduce student absenteeism in both preschool and K–12 settings have largely been family- and parent-focused interventions. Yet, interventions targeting teachers and schools may similarly be effective tools to improve student attendance. We utilize data from a large-scale, experimental evaluation of an early childhood professional development intervention to examine whether it impacted children’s absenteeism and chronic absenteeism. Although the professional development targeted the quality of teacher-child interactions and did not target children’s absenteeism, we find that the professional development reduced student absence rates by 1.0 percentage points (equivalent to approximately an additional 1.9?days of preschool). The professional development also reduced chronic absenteeism by 6.0 percentage points. Impacts were concentrated among lower-income children. Implications for policies targeting student absenteeism in preschool settings are discussed. 相似文献
3.
为了解普通幼儿园工作者对特殊幼儿融合教育问题的态度和意见,本文对174名教师和保育员进行问卷调查,主要发现:(1)幼教工作者对特殊幼儿有一定的了解,但不够深入;(2)幼教工作者以及普通幼儿家长在保障师资、设备以及教育方式的情况下,更乐意接受特殊幼儿进入普通幼儿园;(3)幼教工作者认为学前阶段实施特殊教育最需解决的问题依次为师资问题、设备问题、家长观念、教师观念、经费问题以及专设督导机构问题。 相似文献
4.
Shy children are less likely to interact with peers and teachers, ask questions, and participate in classroom activities. Children low in attention and inhibitory control also perform worse academically. Although research indicates children’s relationships with teachers may be protective for children at risk for academic difficulties, less is known about the role of dependent teacher-child relationships and the consequences for learning. This study examines the interplay of inhibitory control, attention, shyness, and dependency as predictors of preschoolers’ expressive- and receptive-language skills. The sample is 104 children in 22 classrooms. Research Findings: Multilevel models revealed four findings. First, both parent and teacher ratings of children’s attention were positively associated with language skills. Second, the association between teacher ratings of shyness and children’s language skills was contingent on the level of teacher-child dependency. Third, teacher-child dependency was positively linked to more expressive-language skills in the teacher-report model. Fourth, dependency and inhibitory control worked synergistically in the parent-report model to predict expressive language. Results suggest that dependency may have protective aspects for some children in early childhood but could also be negative for other children. Practice and Policy: Teachers can organize their relationship style depending on child’stemperament to provide nurturing environment for children’s language skills. 相似文献
5.
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices?
Research Findings: This study examined the consistency between early childhood teachers' self-reported curriculum beliefs and observations of their actual interactive behaviors with children in classrooms. Also tested was the hypothesized moderation by teacher and classroom characteristics of the association between beliefs and practices. A total of 58 preschool teachers completed a survey describing their professional backgrounds and curriculum beliefs. Their classroom practices were observed using a newly developed instrument that documented teacher interactions with children. Most teachers in this sample strongly endorsed child-initiated learning beliefs, although their beliefs about teacher-directed learning varied considerably. The most frequently observed teacher behaviors in the classroom were giving directions to children, responding to children's initiations, and engaging in non-interactive classroom management activities. Overall, teachers' curriculum beliefs and observed classroom practices were weakly correlated. However, there were moderation effects. Stronger congruence between teacher-directed learning beliefs and observed teaching behaviors was found among teachers who had more professional training and more years of teaching experience. Practice or Policy: These results support the importance of early childhood teacher professional development. They suggest that teacher preparation and professional development programs should focus on the intellectual transformation between teacher knowledge and teacher practice, promoting both aspects of development. 相似文献
6.
The goal of the present study was to describe one center's interpretation of childcentered instruction and what this looked like in terms of the children's daily activities, social affiliation, and behavior in the classrooms. Staff at a self-identified child-centered constructivist preschool program were interviewed about their pedagogical philosophy and asked to give their estimates of the proportion of time that children in their classrooms spent both interacting with different people (alone, with peer, with teacher) and engaged in various behaviors. Data were collected pertaining to children's goal-directed, sustained activities, social affiliation, affect expression, and inappropriate/aggressive behavior via 2,752 naturalistic classroom observations over the course of a semester. Results indicate children a) spent significantly less time engaging in focused, goal-directed, learning activities, b) sustained their attention on one activity for significantly smaller lengths of time, c) expressed overt positive affect considerably less often, and d) had significantly less one-on-one teacher-child interaction, than was believed and desired by the staff. Results were consistent with both a fear expressed by the center director and recent calls from researchers in early childhood education, that teachers in many child-centered constructivist early childhood programs may be committing the "early childhood error" by stepping back and refraining from getting directly involved in children's activities. 相似文献
7.
Formal early childhood education programs have been shown to promote the early academic skills of young children. However, the academic benefits acquired through program attendance fade quickly in the early elementary school years. Using a nationally representative sample of Australian children, we describe the programmatic and teacher differences between different types of formal early childhood programs for children between 4 and 5 years old—pre-year 1, school-based preschool, standalone preschool, and center-based child care. We examine the child and family background characteristics that are correlated with selection into different settings and how these settings are associated with children's early academic skills and on their subsequent achievement. We focus on understanding if there are differential academic benefits accrued from each program type and whether or not these benefits persist into the early elementary school years. Results indicate that maternal employment and economic disadvantage are correlated with program participation and that pre-year 1 and preschool teachers have higher qualifications. Results also show that children who attended a pre-year 1 program held an initial, significant advantage in early academic skills compared to children enrolled in center child care. Center child care was associated with higher early math skills than preschools. Children who did not attend any early childhood programming lagged behind their peers in school readiness skills. By middle childhood, all the early skill advantages had disappeared, showing rapid fadeout of academic benefits acquired from these specific types of early childhood programs. Implications for policy and practice are discussed. 相似文献
8.
Kathleen Moritz Rudasill Sara E. Rimm-Kaufman Laura M. Justice Khara Pence 《Early education and development》2006,17(2):271-291
Current educational policy emphasizes “school readiness” of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks-Gunn, & McLanahan, 2005). The teacher-child relationship is viewed as a critical mechanism for the effectiveness of interventions (Girolametto, Weitzman, & Greenberg, 2003; National Institute of Child Health and Human Development Early Child Care Research Network, 2003). The purpose of this study was to determine how children's temperament and language skills predict teacher-child relationship quality. The sample consisted of 99 at-risk preschool students. Three findings emerged: (a) bolder children with lower language complexity were more likely to have higher levels of conflict in their relationships with teachers, (b) shyer children with greater language complexity were more likely to have dependent relationships with their teachers, and (c) teacher effects accounted for more of the variance in conflictual and dependent teacher-child relationships compared to children's behavioral inhibition and language complexity. This study shows that teacher-child relationships are multirelational. Individual differences in temperament and language skills affect teacher-child interactions, and ultimately, contribute to the effectiveness of classroom interventions. Such information helps to unpack the complexities of classroom quality by increasing awareness among practitioners of factors contributing to positive teacher-child relationships. 相似文献
9.
Sabrina F. Sembiante Jaclyn M. Dynia Joan N. Kaderavek Laura M. Justice 《Early education and development》2018,29(1):14-30
Research Findings: This study examined preschool teachers’ literal talk (LT) and inferential talk (IT) during shared book readings in early childhood education (ECE) and early childhood special education (ECSE) classrooms. We aimed to characterize and compare teachers’ LT and IT in these 2 classroom contexts and determine whether differences in LT and IT are predicted by classroom type, teachers’ educational background, or children’s average language skills. We examined the shared book reading activities of 52 teachers (26 ECE classrooms, 26 ECSE classrooms). Results revealed that ECSE teachers used significantly more LT and showed more variability in their LT and IT than ECE teachers. ECSE classroom type predicted teachers’ use of LT when we controlled for teacher education and children’s language skills, whereas teacher education predicted teachers’ use of IT when we controlled for classroom type and children’s language skills. Practice or Policy: These findings have implications for best practice guidelines and policies, particularly for ECSE environments. 相似文献
10.
The most important benefits of international comparisons are the indications that make hidden national characteristics visible and shed new light on the system in each country. From a comparative perspective, this article explores what Swedish and Norwegian preschool teachers emphasise as important to preschool student teachers about preschool as an arena for children’s language learning. The theoretical framework of the study is based on ecological system theories (Bronfenbrenner in The ecology of human development, Harvard University Press, Cambridge, 1979; Bronfenbrenner in Dev Psychology 22(6):723–742, 1986) and socio-cultural theories concerning language learning (Vygotsky in Thought and language, MIT Press, Cambridge, 1986). The data are produced through interviews with 69 Swedish and 35 Norwegian preschool teachers. The analyses focused on what the preschool teachers stated to be the most important elements to work with concerning children’s language learning, how and why they worked like this, and what rationales may have led to their pedagogy. The two countries seem quite alike in terms of the values embedded in early childhood education and political ideas concerning a rich childhood based on play and democratic ideals. By comparing the two countries, the results reveal differences that can lead to a deeper knowledge of cultural concepts that are often taken for granted, such as pedagogical approaches, and how these create different conditions for children’s preschool language learning. 相似文献
11.
Anna Kilderry 《教育政策杂志》2014,29(2):242-262
This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball ‘Where are the teachers in all this [policy]?’ provided a starting point for the critical discourse analysis into how forms of control, teacher authority, obligation and constraint within policies potentially influenced teachers’ curriculum decisions. The study found that despite no government-mandated curriculum framework at the time, teachers were held accountable for their curricular practice. Yet as professionals, early childhood teachers were denied public acknowledgement of their expertise as they were almost invisible in policy. In the four policies analysed, proprietors of early childhood settings and preschool agencies held authority over curriculum. Subsequently, teachers’ authority as professionals with curricular knowledge was diminished. 相似文献
12.
Deborah J. Ranz-Smith 《Early education and development》2013,24(2):271-303
Current educational policy emphasizes "school readiness" of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks-Gunn, &; McLanahan, 2005). The teacher–child relationship is viewed as a critical mechanism for the effectiveness of interventions (Girolametto, Weitzman, &; Greenberg, 2003; National Institute of Child Health and Human Development Early Child Care Research Network, 2003). The purpose of this study was to determine how children's temperament and language skills predict teacher–child relationship quality. The sample consisted of 99 at-risk preschool students. Three findings emerged: (a) bolder children with lower language complexity were more likely to have higher levels of conflict in their relationships with teachers, (b) shyer children with greater language complexity were more likely to have dependent relationships with their teachers, and (c) teacher effects accounted for more of the variance in conflictual and dependent teacher-child relationships compared to children's behavioral inhibition and language complexity. This study shows that teacher-child relationships are multirelational. Individual differences in temperament and language skills affect teacher-child interactions, and ultimately, contribute to the effectiveness of classroom interventions. Such information helps to unpack the complexities of classroom quality by increasing awareness among practitioners of factors contributing to positive teacher–child relationships. 相似文献
13.
Tracy Pelkowski Keith Trahan Dana M. Winters Cindy Tananis Mallary I. Swartz 《Journal of Early Childhood Teacher Education》2013,34(2):96-119
ABSTRACTStudies show that early engagement with mathematics leads to increased math achievement later in life. Yet, early childhood teachers do not regard mathematics as critical to young learners’ development and lack confidence with helping children learn mathematics. Early childhood teacher comfort and engagement with mathematics is a critical element to promoting intentional math instruction. Research was conducted to examine the effects of an innovative professional development program for Head Start preschool teachers with the goal of increasing pedagogical content knowledge and confidence in teaching mathematics. The findings in this article focus on classroom observations that concentrated on teacher engagement with mathematics. 相似文献
14.
Joseph S Agbenyega 《International Journal of Inclusive Education》2013,17(12):1247-1261
An ever-increasing number of children with and without disabilities are attending early childhood programmes and learning together. Early childhood inclusion considers all children with and without disabilities, and their families as full members of the early childhood community. Although many early childhood teachers accept the educational rights of children with disabilities and the core principle of inclusion – that early childhood learning programmes should provide for the needs of all the children in their centres, regardless of ability and disability, there remain significant barriers in terms of teacher professional knowledge in achieving these goals. In this article, we report a study on Thai preschool teachers' knowledge of inclusive early childhood education. Quantitative data obtained through a questionnaire were supplemented by teacher interviews. Both the quantitative and qualitative data focused on the teachers' assessment of their professional knowledge. Findings from this study can inform effective professional development programmes in preparing early childhood teachers for successful inclusive practices. 相似文献
15.
Quality teacher-child interactions are characteristic of effective classrooms resulting in benefits for all children, but may be particularly important for children from low-income families. The purpose of this study was to explore the perception of Illinois Head Start teachers related to how I am Moving, I am Learning (IMIL) could improve the quality of their instruction as measured by the Classroom assessment scoring system (CLASS®), an observation instrument used to assess the quality of teacher-child interactions across three broad domains and their supporting dimensions. While the study found that early childhood professionals perceive IMIL as a meaningful resource, additional research is needed to substantiate the preliminary findings as well as to guide training initiatives that would help Head Start professionals to make the connection between IMIL and the CLASS®. 相似文献
16.
Langeloo Annegien Lara Mayra Mascareño Deunk Marjolein I. LoCasale-Crouch Jennifer Strijbos Jan-Willem 《European Journal of Psychology of Education - EJPE》2021,36(2):379-404
Early childhood education serves an increasing number of multilingual children, and teachers are challenged to create high-quality learning opportunities in the classroom for all children. The child’s engagement and interactions with the teacher are important in this respect. The present study therefore examined how multilingualism relates to engagement and teacher-child interactions, taking a person-oriented approach. During one school year, 76 kindergarteners (43 multilingual) from 19 classrooms were observed for behavioral engagement and individual teacher-child interactions. Five engagement profiles were identified that reflect different levels of engagement across classroom settings. Multilingual children were overrepresented in profiles that showed lower engagement in one or more settings. Also, five interaction profiles were identified that showed strong diversity in the interactions of teachers with children in their classroom. Monolingual and multilingual children were equally represented across these profiles. Children in the more beneficial interaction profiles were also often in the moderate-to-high engagement profiles.
相似文献17.
Katherine Strasser Michelle Darricades Susana Mendive Gabriela Barra 《Early education and development》2018,29(3):357-378
Research Findings: This study examines the association between preschool classroom activity and the quality of the language spoken by teachers and children. Eighteen classrooms serving low-income children between the ages of 3 and 4 in Santiago de Chile were audio-recorded during one morning shift. Recordings were transcribed and segmented into activities (greeting, learning experience, book sharing, book discussion, breakfast, lunch, free play and other noninstructional time). A total of 113 activity segments were identified. Characteristics of teacher and child language were measured in each segment. Differences between the eight activities were examined using analysis of variance. Activities were classified as instructional or noninstructional, and the association between this dimension and language characteristics was examined using multilevel path analysis. Results show that most of the variance in language outcomes occurs within classrooms. Analyses show that a significant portion of the variance in the way teachers and children talk is explained by the instructional/noninstructional dimension. Instructional activities are characterized by more language stimulation, more teaching, fewer directives, and more child talk than noninstructional activities. Practice or Policy Implications: We discuss implications for teacher professional development and early childhood education improvement in general and for Latin-America specifically. 相似文献
18.
The current study followed a sample of 656 Chinese preschool children to examine reciprocal associations between teacher-child relationships and children’s academic skills by testing three cross-lagged models: the relationship-driven model, the child-driven model, and the reciprocal model. Fifty-nine head teachers reported teacher-child relationships, and children’s academic skills were assessed at three time points during the 2nd and 3rd preschool year. Results showed that the reciprocal model was the best fit in explaining the associations between teacher-child relationships and children’s academic skills (math achievement, character recognition and executive function), and the child-driven model was the best fit in explaining the relation between teacher-child relationships and children’s receptive vocabulary. The results contribute to understand the dynamic relations between teacher-child relationships and children's academic skills in the Chinese preschool context. Implications for educational practices are discussed. 相似文献
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20.
丁向颖 《湖北第二师范学院学报》2014,(5):92-95
全美幼儿教育协会的幼儿教师教育标准是对幼儿教师总体素养的规范和要求。本文从该标准的内容出发,分析全美幼儿教育协会的幼儿教师教育标准的特点,认为该标准具有广泛的实用性、实质的可操作性、鲜明的服务性。最后提出了对我国的幼儿教师教育标准的启示,注重增强我国幼儿教师对自身职业的意识性,注重我国幼儿教师观察、记录和评价幼儿的能力,注重提高我国幼儿教师与幼儿家庭、社区联系的紧密性。 相似文献