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1.
Forty-two children (25 boys, 17 girls) in two traditional second-grade classrooms were videotaped during normal classroom activity until approximately 50 min of tape was accumulated for each child. A variety of behaviors was then coded on an event recorder, including child-child interactions, general behaviors, and child-teacher interactions. Teacher evaluations expressed as ratings between bipolar adjectives were also obtained. A principal components analysis revealed six distinct factors. The strongest factor was composed of teacher-child interactions. Analyses of variance indicated that sex and birth order differences were limited. Compared to boys, girls engaged in more verbalization with same-sex peers (p < .001) and more cooperation with same-sex peers (p < .05). Teacher's evaluations were not significantly influenced by the sex of the children. Favorable teacher evaluations were clearly associated with the extent to which a child approached and remained in proximity to the teacher.  相似文献   

2.

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.

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3.
The engagement and adult and peer interaction of 37 young children with a range of disabilities was measured in free play, group, and meal-routine activities in inclusive childcare settings. A significant effect for activity type was found for total engagement, active engagement, and passive engagement, with the children being more engaged in free-play and meal-routine activities than group activities. Free-play and meal-routine activities provided better opportunities for active engagement than did group activities, but children were more actively engaged during meal-routine activities than during free play. Passive engagement was more commonly observed during group activities. Children interacted more with their peers during free play. When children with a diagnosis of autism spectrum disorder were compared with children with other disabilities, they were found to be significantly less engaged during free play and interacted less with their peers. The implications of these findings for inclusive practice in childcare settings are discussed.  相似文献   

4.
MANOVAs and ANOVAs were used to compare nonhandicapped children; low interacting children who were not diagnosed as handicapped; and children who were mildly retarded, behaviorally disordered, developmentally delayed, orthopedically handicapped, and speech impaired on social competence measures that included behavior observations and adult and peer ratings. Following significant ANOVAs, paired comparisons were made between each group and every other group. On several of the social competence measures, nonhandicapped and speech impaired children were superior to low interacting, behaviorally disordered, and developmentally delayed children. The other handicapped groups did not differ from the nonhandicapped or from one another, except that the orthopedically handicapped children had more social interactions than the low interactors did.  相似文献   

5.
MANOVAs and ANOVAs were used to compare nonhandicapped children; low interacting children who were not diagnosed as handicapped; and children who were mildly retarded, behaviorally disordered, developmentally delayed, orthopedically handicapped, and speech impaired on social competence measures that included behavior observations and adult and peer ratings. Following significant ANOVAs, paired comparisons were made between each group and every other group. On several of the social competence measures, nonhandicapped and speech impaired children were superior to low interacting, behaviorally disordered, and developmentally delayed children. The other handicapped groups did not differ from the nonhandicapped or from one another, except that the orthopedically handicapped children had more social interactions than the low interactors did.  相似文献   

6.
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate. Teacher-child dyads (n=345) participated in a play session that included free play and clean-up tasks. We adapted two coding schemes to assess the quality of both teachers’ and children’s interactive behaviors during these two tasks. The coding schemes exhibited internal and inter-rater reliability. Significant associations with classroom-level teacher-child interactions and children’s observed classroom engagement provide support for the measure’s validity. Differences in teacher and child-interactive behaviors across the two tasks (free play versus clean-up) suggest that task features may affect the quality of teacher-child interactive behaviors. Practice and Policy: Examining the interactions of different teacher-child dyads within the same standardized context will allow researchers to better understand the child and teacher factors that contribute to the quality of those interactions. Thus, use of this task in future field-based research may help to assess the impact of early interventions and professional development efforts that target improvement in the quality of teacher-child interactions.  相似文献   

7.
Literature is reviewed that documents the effectiveness of a behavioral approach for increasing the social behaviors of behaviorally handicapped preschool children. However, this literature also suggests that reciprocal interaction between target subjects and significant others seldom generalized beyond treatment settings. The importance of developing positive, reciprocal interaction has been well documented. The results of observational studies suggest that with respect to both quantity and quality of interaction, the child creates his own social environment. For example, the passive, withdrawn child is the more frequent recipient of social rejection than is the more socially active child; the physically aggressive child receives more hostile social bids from peers than less aggressive youngsters; and, of course, the child who initiates positive interaction with peers tends to receive more positive social attention than less socially adept youngsters. Thus, children's behavior patterns tend to set the occasion for that kind of social approach by peers that validates, in a sense, their own approach to peers. If affective education for young handicapped children is to become a reality, additional research is necessary to identify those response patterns that set the occasion for positive reciprocal interaction.  相似文献   

8.
With the rising number of Latino and dual language learner (DLL) children attending pre-k and the importance of assessing the quality of their experiences in those settings, this study examined the extent to which a commonly used assessment of teacher-child interactions, the Classroom Assessment Scoring System (CLASS), demonstrated similar psychometric properties in classrooms serving ethnically and linguistically diverse children as it does in other classrooms. Specifically, this study investigated: (1) whether CLASS observations of teacher-child interactions are organized in three domains across classrooms with varying ethnic and language compositions (measurement invariance) and (2) the extent to which CLASS-assessed teacher-child interactions (emotional support, classroom organization, and instructional support) predict children's social, math, and literacy outcomes equally well for Latino and DLL children (predictive validity). CLASS observations of teacher-child interactions were conducted in 721 state-funded pre-k classrooms across 11 states. Direct assessments and teacher ratings of social, math, and literacy outcomes were collected for four randomly selected children in each classroom. CLASS observations factored similarly across pre-k classrooms with different Latino and DLL compositions and predicted improvements in school readiness regardless of a child's Latino or DLL status. Results suggest CLASS functions equally well as an assessment of the quality of teacher-child interactions in pre-k settings regardless of the proportion of Latino children and/or the language diversity of the children in that setting.  相似文献   

9.
Abstract

Child fatigue has long been a recognized limiting factor in preschool education. While it has been examined in relationship to several factors, it has never been examined relative to degree of teacher-child interaction. The present study systematically varied two levels of teacher participation across morning and afternoon sessions during which observations were made for fatigue criteria. A total of 2,280 1-minute time-samples were examined for nineteen middle-class children enrolled in a day care center sponsored by the University of Tennessee. Younger girls exhibited significantly less fatigue under conditions of high teacher-child interaction, and this trend was noted for all children regardless of the period of the day. All groups displayed less fatigue in the mornings than they did in the afternoons although the differences were not significant. Fatigue was reported in approximately one-fifth of the observations, indicating the importance of examining this factor for control purposes.  相似文献   

10.
Head Start caregivers' positive-neutral and negative interactions with nonhandicapped and mainstreamed handicapped children were observed while they were engaged in activities categorized as caregiving and instructional. ANOVAS with repeated measures indicated that caregivers had higher interaction rates, both positive-neutral and negative, with handicapped than with nonhandicapped children. The higher positive-neutral interaction rate occurred in both instructional and caregiving situations. The higher negative interaction rate occurred only in caregiving situations. Correlations indicated that caregivers' patterns of interaction were different with the handicapped and the nonhandicapped children and that the type of activity influenced the pattern of interactions. Significant correlations between negative interaction rates with handicapped and nonhandicapped children and between negative interaction rates with all children in instructional and caregiving situations suggested that negative interaction generalizes across activities and types of children.  相似文献   

11.
Head Start caregivers' positive-neutral and negative interactions with nonhandicapped and mainstreamed handicapped children were observed while they were engaged in activities categorized as caregiving and instructional. ANOVAS with repeated measures indicated that caregivers had higher interaction rates, both positive-neutral and negative, with handicapped than with nonhandicapped children. The higher positive-neutral interaction rate occurred in both instructional and caregiving situations. The higher negative interaction rate occurred only in caregiving situations. Correlations indicated that caregivers' patterns of interaction were different with the handicapped and the nonhandicapped children and that the type of activity influenced the pattern of interactions. Significant correlations between negative interaction rates with handicapped and nonhandicapped children and between negative interaction rates with all children in instructional and caregiving situations suggested that negative interaction generalizes across activities and types of children.  相似文献   

12.
The purpose of this study was to test a model for predicting preschool-age children's behaviors with peers from dimensions of the classroom and teacher-child relationship quality when the children were from diverse race, ethnic, and home language backgrounds. Eight hundred children, (M = age 63 months, SD = 8.1 months), part of the National Evaluation of Early Head Start, participated in this study just prior to entering kindergarten. We observed children with peers in their classrooms and rated classroom peer group size, affective climate for peer interaction, teacher management of the classroom, and materials for dramatic play. Teachers reported on teacher-child relationship quality. Children from Spanish-speaking homes played similarly in classrooms where Spanish was and was not spoken. After control variables and receptive vocabulary scores were entered into the model, classroom dimensions and teacher-child relationship quality significantly predicted pretend play, anxious-withdrawn, aggressive, and victim of peer aggression behaviors with peers. Children engaged in more pretend play and received lower ratings of being the victim of peer aggression when classroom groups were smaller. When teachers perceived teacher-child relationships as lower in conflict and higher in closeness, children's anxious-withdrawn, aggressive, and victim of aggression ratings were lower. Children's ratings of being the victim of peer aggression were higher when ratings of classroom positive peer climate were lower. Child-teacher ethnic or racial match did not moderate these predictions.  相似文献   

13.
This paper reports part of a study which investigated young children's conceptions of scientific and technological phenomena and the conceptual change that occurs during the teaching of science in pre-school, Transition/Year One and Year Two/Three classrooms. Science lessons from each school/centre were audio and video taped for a period of six months. Informal interviewing of teachers occurred in direct response to lessons observed. Informal interviewing of children was conducted to determine current scientific thinking in relation to the science lessons presented by the teacher. Two main elements emerged. First, different types of teacher-child interactions were evident during the science lessons observed and it was found that specifically focused interactions led to conceptual development in young children. Second, children's views (whether scientific or not) were maintained over a three month period.  相似文献   

14.
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   

15.
Research Findings: This study examined whether children’s outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher–child interactions. This study further explored potential interaction effects between stability of care and teacher–child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009–2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher–child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher–child interactions are important in center-based infant and toddler care, and ensuring quality teacher–child interactions is particularly important for children who experience teacher changes during their infant and toddler years.  相似文献   

16.
The interactions of 67 early childhood preservice teachers with International and U.S. preschool children in structured story time and unstructured table activities were videotaped and analyzed. Overall, preservice teachers displayed significantly more facilitative (e.g., ego boosting, teaching, questioning, and attending) than nonfacilitative (e.g., commanding, negatively responding, ignoring, and physical restraint) behaviors toward children. However, analyses of data relative to different ethnicity, gender, and activity type groups also revealed preservice teachers were relating to children in differential ways. Preservice teachers displayed significantly less facilitative and more nonfacilitative behaviors toward International children than U.S. children. In addition, preservice teacher‐child interactions with International children were rated as less positive and more negative than their interactions with U.S. children. Still also, preservice teachers displayed significantly less facilitative and less nonfacilitative behaviors toward girls than toward boys. Furthermore, preservice teacher‐child interactions with girls were rated as significantly less positive and less negative than with boys. Finally, preservice teachers displayed significantly more nonfacilitative behaviors toward children in structured story time activities than in unstructured table activities.  相似文献   

17.
The purpose of this two‐phase study was to compare teacher and parent perspectives on some important issues concerning preschool mainstreaming or the integration of handicapped and nonhandicapped children. A questionnaire was used to gather data from preschool teachers in two types of federally funded mainstreamed preschools and from a sample of parents whose children attended mainstreamed preschools. Analyses indicated that there were no significant differences among teacher responses based on type of mainstreaming setting. There were some significant differences, however, between teacher and parent responses to questions concerning the value of preschool mainstreaming, the social interaction of the preschoolers, and parent involvement activities. Explanations of these differences are discussed together with implications for future research.  相似文献   

18.
The aim of this study was to examine developmental links between disobedience and teacher-child closeness in a sample of boys with psychiatric disorders (i.e., emotional and behavioral disorders (EBD) and autism spectrum disorders (ASD)) and special educational needs who are placed in special education. More specifically, this study examined whether developmental links were different between boys with EBD (n = 150) versus boys with ASD (n = 122). Developmental links between disobedience and teacher-child closeness were investigated by incorporating a multi-informant perspective using teacher, child, and peer ratings and analyzed using autoregressive cross-lagged models across three waves within one school year. Results showed that in general, developmental links between teacher-child closeness and disobedience were stronger for boys with EBD than for boys with ASD. Specifically, boys with EBD experiencing less teacher-child closeness showed more disobedience, which in turn negatively affected their relationship development according to teacher ratings. Surprisingly, for boys with ASD, higher levels of disobedience predicted higher levels of teacher-rated teacher-child closeness during the school year. Our results offer more insight into the differential impact of teacher-child closeness on the behavioral problems for children with EBD and ASD.  相似文献   

19.
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   

20.
14 3-6-year-old children with a history of physical abuse and a closely matched comparison group of 14 nonabused children, all of whom had been in day-care for more than a year, participated in this investigation. Behavior observations, teacher reports, and peer sociometric ratings were used to evaluate children's peer interactions. It was found that abused children initiated fewer positive interactions with peers and exhibited a higher proportion of negative behavior than nonabused comparison children. Peers viewed abused children as less well liked. Further, peers were less likely to reciprocate the initiations of abused children, although they approached abused children as often as they approached comparison children. Teachers viewed abused children as more behaviorally disturbed. Overall, results indicated that abused children experience disturbed social interactions outside the home environment, despite involvement in a day-care setting that provides alternative peer and adult role models.  相似文献   

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