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1.
Nhi Hoang Leena Holopainen Martti Siekkinen 《International Journal of Early Years Education》2018,26(4):387-402
ABSTRACTThis study investigated the quality of teacher–child interaction and its effects on children’s classroom engagement and disaffection in Vietnamese kindergartens. The quality of teacher–child interaction was measured using the Classroom Assessment Scoring System. Children’s classroom engagement and disaffection were assessed by Engagement versus Disaffection in Learning. There were 1474 kindergarten children and 60 teachers from 12 kindergartens in three cities in Vietnam participating in the study. The results indicated that classrooms in Vietnam kindergartens had a moderate quality of teacher–child interaction. Compared to the results from other countries published previously, teacher sensitivity and regard for student perspectives of Vietnamese samples were lower than those of Finland, Germany, the United States, and China. Productivity and the instructional learning format in Vietnamese kindergarten classrooms were higher than those of all the other countries except Finland. The results of fixed-effects and random-effects modelling suggested that children in better organised classrooms were more engaged in learning. Emotional support had a negative effect on children’s classroom engagement. Children’s classroom disaffection was not significantly affected by the quality of the teacher–child interaction. 相似文献
2.
Gabrielle Rappolt-Schlichtmann John B. Willett Catherine C. Ayoub Robert Lindsley Annmarie C. Hulette Kurt W. Fischer 《Mind, Brain, and Education》2009,3(3):131-142
The purpose of this research is to explore the dynamics of cortisol regulation in the context of center-based child care by examining the impact of social context (large classroom vs. small group) and relationship quality with caregivers (conflict with mothers and teachers). We extend the research on children's physiologic stress system functioning in center-based child care by focusing on morning cortisol levels among young children living in poverty. While in high-quality center-based child care, children's cortisol levels decreased over the course of the morning—a result that contrasts with findings in previous research with middle-class children, for whom cortisol typically increased over the course of the day while attending center-based child care. Cortisol levels were further reduced when children were moved from a large classroom environment to a small group context. Relationship conflict with mothers and teachers moderated these effects. Children who had high conflict with their mother exhibited cortisol levels that remained higher (decreased less) over the course of the morning, and children who had high conflict with their teacher exhibited cortisol levels that remained higher (decreased less) in response to the small group context. These results indicate that high-quality child care has the potential to support reduced stress among children living in poverty, at least as indicated by adrenocortical activity. 相似文献
3.
Early childhood classrooms support children's learning in a variety of ways. Of critical importance are the interactions teachers have with children. The type and quality of classroom interactions vary and can be grouped into three domains: instructional, organizational, and emotional. The purpose of this study is to examine the extent to which the quality of classroom interactions is stable over time and the extent to which certain types of interactions (e.g., organizational) set the stage for other types of interactions (e.g., instructional) during the first two hours of a typical pre-k day. Classrooms (n = 693) were observed during four contiguous observation cycles (20 min for observation, 10 min for ratings) using the Classroom Assessment Scoring System. Stability estimates from autoregressive models showed the quality of classroom interactions was highly stable. Latent difference score models were then fit to determine how these domains of teacher interactions related with one another over time. Contrary to hypotheses, higher levels of Classroom Organization and Emotional Support were not related to positive changes in Instructional Support. However, the final model indicated that Classroom Organization and Emotional Support were positively related to one another over time. That is, higher levels of Classroom Organization were related to higher levels of Emotional Support at the next observation cycle and vice versa. Implications for the understanding of classroom interactions and the measurement of interactions are discussed. 相似文献
4.
Karen M. La Paro Amy C. Williamson Bridget Hatfield 《Early education and development》2014,25(6):875-893
Many very young children attend early care and education programs, but current information about the quality of center-based care for toddlers is scarce. Using 2 observation instruments, the Infant/Toddler Environment Rating Scale–Revised (ITERS-R) and the Classroom Assessment Scoring System, Toddler Version (CLASS-Toddler), 93 child care classrooms for toddlers across the state of North Carolina, representing a range of quality, were assessed to determine overall quality, and associations between observed quality and teachers' ratings of child behavior problems and competence outcomes using the Brief Infant Toddler Social Emotional Assessment. Research Findings: Findings indicated that overall, toddler classrooms were rated as being of moderate quality. Associations between observed quality and teacher-reported child behavior problems and competence outcomes indicated that CLASS-Toddler ratings were positively associated with fewer behavior problems; specifically, children in classrooms with higher levels on the CLASS-Toddler domains of Emotional and Behavioral Support as well as Engaged Support for Learning were reported to have fewer behavior problems. Similarly, the ITERS-R subscales of Interaction and Listening and Talking were positively related to fewer reported behavior problems. Regression models showed that the CLASS-Toddler Emotional and Behavioral Support domain predicted differences in child behavior problems. Practice or Policy: Findings suggest the need for additional research related to very young children's experiences in center-based child care to examine associations between quality and child experiences and outcomes. Children's experiences over time need to be examined to understand how these early child care experiences are related to children's later school adjustment and performance. On a related note, professional development for teachers in toddler classrooms needs to be addressed in terms of preparing effective teachers for young children during the toddler developmental period. 相似文献
5.
Antje von Suchodoletz Anika Fäsche Catherine Gunzenhauser Bridget K. Hamre 《Early childhood research quarterly》2014
The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher–child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher–child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child–teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools. 相似文献
6.
7.
Carollee Howes Margaret Burchinal Robert Pianta Donna Bryant Diane Early Richard Clifford Oscar Barbarin 《Early childhood research quarterly》2008
We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher–child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development. 相似文献
8.
Jared A. Lisonbee Jacquelyn Mize Amie Lapp Payne Douglas A. Granger 《Child development》2008,79(6):1818-1832
Teacher–child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety‐one 4‐year‐olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher–child interaction session outside the classroom. Parents reported on children’s temperament, teachers and children reported on teacher–child relationship quality, and observers rated group‐level teacher insensitivity. Teacher‐reported relationship conflict predicted cortisol increases during teacher–child interaction and teacher‐reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child‐care day is influenced by teacher–child relationship characteristics. 相似文献
9.
Research Findings: A statewide study of preschool classroom quality was conducted using 3 distinct classroom observation measures in order to inform a statewide quality rating system. Findings suggested that Tennessee preschool classrooms were approaching “good” quality on the Early Childhood Environment Rating Scale–Revised (ECERS-R) and provided a mid-to-high emotional and engaging climate as indicated by the Classroom Assessment Scoring System (CLASS) domains of Emotional Support and Student Engagement. However, classrooms were only minimal on the Early Childhood Environment Rating Scale–Extension and the CLASS Instructional Support domain. Past performance on a state quality rating assessment consistently predicted the current quality of preschool classrooms as assessed by all 3 measures. Lead teachers' education in early childhood and experience were also predictors across quality measures. Practice or Policy: Tennessee preschool classrooms scored higher on the ECERS-R, which is the measure utilized in the statewide Quality Rating and Improvement System. However, classrooms generally performed poorly on measures of instructional support and curriculum. This finding illuminates the importance of the tool selected to measure quality in state quality rating and improvement systems and has implications for policy as states work to build systems that enhance quality in early care and education. 相似文献
10.
Elles J. de Schipper J. Marianne Riksen-Walraven Sabine A.E. Geurts Carolina de Weerth 《Early childhood research quarterly》2009
The present study examined whether stress in professional caregivers – as reflected in salivary cortisol levels – is related to the quality of their caregiving behavior. The 221 professional female caregivers in 64 child care centers were observed in three different situations and saliva samples were taken three times during the morning. Results showed that higher levels of cortisol, particularly at the beginning of the workday, predicted lower-quality caregiver behavior beyond the contribution of three other predictors, namely a higher self-reported physical workload, more children under age two in the care group, and lower caregiver age. Contrary to the expectation, higher cortisol levels did not mediate the relation between higher self-reported physical workload and more children under age two on the one hand and lower-quality caregiving behavior on the other. 相似文献
11.
Marleen G. Groeneveld Harriet J. VermeerMarinus H. van IJzendoorn Mariëlle Linting 《Early childhood research quarterly》2010
The central question in this study is whether individual variability in children's cortisol levels and wellbeing at childcare can be explained by indices of quality of care and child characteristics. Participants were 71 children from childcare homes and 45 children from childcare centers in the age range of 20–40 months. In both types of settings equivalent measures and procedures were used. In home-based childcare, children experienced higher caregiver sensitivity, lower noise levels, and showed higher wellbeing compared to children in childcare centers. Caregiver sensitivity in home-based childcare – but not in center care – was positively associated with children's wellbeing. Additionally, children displayed higher cortisol levels at childcare than at home, irrespective of type of care. In home-based childcare, lower caregiver sensitivity was associated with higher total production of salivary cortisol during the day. In center-based childcare, lower global quality of care was associated with a rise in cortisol between 11 AM and 3 PM during the day. Quality of care is an important factor in young children's wellbeing and HPA stress reactivity. 相似文献
12.
Margaret Burchinal Nathan Vandergrift Robert Pianta Andrew Mashburn 《Early childhood research quarterly》2010
Over the past five decades, the federal government and most states have invested heavily in providing publicly-funded child care and early education opportunities for 3- and 4-year-old children from low-income families. Policy makers and parents want to identify the level or threshold in quality of teacher–child interaction and intentional instruction related to better child outcomes to most efficiently use child care to improve school readiness. Academic and social outcomes for children from low-income families were predicted from measures of teacher–child interactions and instructional quality in a spline regression analysis of data from an 11-state pre-kindergarten evaluation. Findings suggested that the quality of teacher–child interactions was a stronger predictor of higher social competence and lower levels of behavior problems in higher than in lower quality classrooms. Further, findings suggested that quality of instruction was related to language, read and math skills more strongly in higher quality than in lower quality classrooms. These findings suggest that high-quality classrooms may be necessary to improve social and academic outcomes in pre-kindergarten programs for low-income children. 相似文献
13.
This study examined the joint effects of home environment and center-based child care quality on children's language, communication, and early literacy development, while also considering prior developmental level. Participants were 95 children (46 boys), assessed as toddlers (mean age = 26.33 months; Time 1) and preschoolers (mean age = 68.71 months; Time 2) and their families. At both times, children attended center-based child care classrooms in the metropolitan area of Porto, Portugal. Results from hierarchical linear models indicated that home environment and preschool quality, but not center-based toddler child care quality, were associated with children's language and literacy outcomes at Time 2. Moreover, the quality of preschool classrooms moderated the association between home environment quality and children's language and early literacy skills – but not communication skills – at Time 2, suggesting the positive cumulative effects of home environment and preschool quality. Findings further support the existence of a detrimental effect of low preschool quality on children's language and early literacy outcomes: positive associations among home environment quality and children's developmental outcomes were found to reduce substantially when children attended low-quality preschool classrooms. 相似文献
14.
《Early childhood research quarterly》2001,16(2):209-236
Children’s perceptions of their child care experiences in classrooms that varied in quality were explored in this study. One hundred twenty-two children were observed and interviewed about their likes and dislikes in 4 high and 4 low quality classrooms. Children verbalized an accurate understanding of procedures, events, and activities, but their responses differed by classroom quality. Children in low quality centers listed activities as rigidly sequenced events, whereas children in high quality centers highlighted notable events and numerous choices. Play was the favorite activity of all children in all classrooms. Mean behaviors, circle time, and nap time were primary dislikes that did not vary with classroom quality. Children in both types of environments offered many more positive than negative perspectives, revealing an optimistic outlook that transcended the quality of the setting. Results are discussed with regard to the contributions of children’s understandings to the complex issues of child care quality. 相似文献
15.
《Early childhood research quarterly》2005,20(1):37-56
Changes in distress and problem behaviors of 38 infants/toddlers were examined after children transitioned from familiar to new classrooms to look at effects of non-continuity of caregiver. Child's age, classroom quality, teacher sensitivity, and transitioning with a peer were examined as possible mediators. Results suggest that transitions were associated with increased distress, especially for younger children. In addition, although overall classroom quality was low, children in higher quality pre-transition classrooms showed more distress after transitioning than children in lower quality classrooms. Transitions were associated with decreased problem behaviors. Both distress and problem behaviors returned to pre-transition levels within 3 weeks. Teacher sensitivity and transitioning with a peer did not relate to distress or problem behaviors. These findings contribute evidence about immediate effects of infant/toddler transitions in child care. Future research should explore child, classroom, and teacher–child relationship variables that influence effects of continuity versus non-continuity of caregiver. 相似文献
16.
Full-day center-based child care has been repeatedly associated with rising cortisol across the child care day. This study addressed the potential buffering role of attachment to mothers and lead teachers in 110 preschoolers while at child care. Using multi-level modeling and controlling for a number of child, family, and child care factors, children with more secure attachments to teachers were more likely to show falling cortisol across the child care day. Attachment to mothers interacted with child care quality, with buffering effects found for children with secure attachments attending higher quality child care. Implications for early childhood educators are discussed. 相似文献
17.
Becky F. Antle Andy Frey Anita Barbee Shannon Frey Jennifer Grisham-Brown Megan Cox 《Early education and development》2013,24(4):560-573
Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings. 相似文献
18.
The purpose of this study was to describe the quality of toddler child care classrooms in the district of Porto, in the north of Portugal. One hundred and sixty classrooms for children between 1 and 3 years of age participated in this study. Results suggested the existence of poor average quality and absence of good-quality classrooms. Child–adult ratio was a statistically significant predictor of overall child care quality (with lower ratios associated with higher quality). The results of this study provide information on the applicability of ITERS-R to a new cultural and linguistic context, suggesting the need to enhance the quality of Portuguese programs serving toddlers. 相似文献
19.
Hyun-Joo Jeon Carolyn C. Langill Carla A. Peterson Gayle J. Luze Judith J. Carta Jane B. Atwater 《Early education and development》2013,24(6):912-939
This study examined relations among children's individual experiences, global classroom quality, and school readiness. Preschool children from low-income backgrounds (N = 138; M = 62.16 months; SD = 3.93; range = 55?70) were observed in their early care and education settings, and their language and cognitive skills were assessed. Research Findings: Individual children in classrooms with small group sizes had higher quality individual experiences even though global classroom quality was not necessarily better. Higher levels of global classroom quality did not ensure that every child in the classroom was engaged fully in available interactions and activities. Children with disabilities were generally enrolled in classrooms with higher global quality and had higher quality individual experiences than those without disabilities; however, children without disabilities enrolled in these inclusive classrooms did not necessarily have a higher level of individual experiences than those in non-inclusive classrooms. Children's individual experiences and the global quality of their classrooms were associated with their social skills. Only the quality of children's individual experiences was found to be related to the quality of their relationships with teachers. Practice or Policy: Ratings of children's individual experiences provide information beyond that provided by global ratings of classroom quality and have potential for informing efforts to individualize educational programs. 相似文献
20.
Quality in Inclusive Preschool Classrooms 总被引：1，自引：1，他引：0
Linda L. Hestenes Deborah J. Cassidy Jonghee Shim Archana V. Hegde 《Early education and development》2013,24(4):519-540
Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher–child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher–child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher–child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children. 相似文献