Does using digital media in assessment affect teacher practices in infant and toddler classrooms?

Abstract

Child outcome studies consistently emphasize the effects of quality childcare on the early development of young children. The purpose of this pilot study was to examine the effects of assessment training and digital media on teacher-child interactions measured using the Caregiver Child Interaction Scale (CCIS). The participants included six infant toddler teachers who participated in an assessment and digital media training session delivered at a university child development centre. An explanatory research model was used to determine whether there were any differences in CCIS scores obtained pre and post-training. The results indicate that training significantly improves the quality of teacher-child interaction; particularly in the social/emotional domain. In addition, it serves to raise teachers' awareness about tailoring play sessions to the meet the child's level of development.