Teachers' Interventions in Preschool and Kindergarten Children's Peer Interactions

Abstract

This study describes early childhood teachers' (n=25) behaviors when they became involved in children's naturally occurring peer interactions in the context of free choice activities. Relationships of these teacher interventions to adult/child classroom ratio, teacher education, teacher beliefs, and program quality were also examined. Results indicate that teachers became involved in an average of 5.5 peer interaction episodes in each 30-minute observation period. The most commonly observed interventions were statements of rules and commands, and interventions in which the teacher terminated a peer interaction. Overall program quality, high adult/child ratio, teachers' beliefs about developmentally appropriate practice, and teachers' level of education were related positively to a variety of interventions having the potential to help children become autonomous in negotiating successful peer interaction. Greater specialized preparation in early childhood education was associated with more frequent intervention in peer interactions. Results suggest the importance of maintaining overall program quality, including appropriate ratios, as a means of supporting early childhood teachers' ability and availability to effectively scaffold children's social interactions. While results of this study do not suggest strong implications for the practice of teacher education, future directions for investigations of the role of teacher education are suggested.