Quality Of Teacher-child Interactions Research Articles

Relations between teacher–child interaction quality and children’s playfulness

Relations between teacher–child interaction quality and children’s playfulness

Does Support for Professional Development in Early Childhood and Care Settings Matter? A Study in Four Countries

AbstractProfessional Development (PD) can be a powerful lever for improving the quality of teacher-child interactions in early childhood education and care (ECEC) and teachers’ feelings of support and competence. However, there is a dearth of studies examining different formats of PD and their links with workplace features. The present study aims to understand (a) different types of PD participation (structured and center-embedded) and their levels of interest of preschool teachers in four European countries (Cyprus, Greece, Portugal, and Romania), and (b) the extent to which they are associated with PD incentives and perceived support. Participants were preschool teachers from Cyprus (N = 93; Mage = 41; SD = 7.47), Greece (N = 92; Mage = 40; SD = 9.81), Portugal (N = 92; Mage = 45; SD = 9.65), and Romania (N = 97; Mage = 40; SD = 10.40). The vast majority of participants were women (95-99%). Participants reported on PD attendance – structured (courses/seminars, conferences) and center-embedded (e.g., observation visits, peer and/or self-observation) –, levels of interest in PD; PD incentives (e.g., release from working with children; reimbursement/payment of costs); and perceived workplace support. Results from the Multi-Group Path Models showed that, in all countries, the provision of incentives was associated with increased participation in center-embedded PD, but not in structured PD. Additionally, the perceived support from their setting was positively associated with greater interest in PD. Understanding what best supports different types of PD can be critical to inform policy efforts aiming to increase PD attendance.

Exploring ethical decision-making in Chinese early childhood teachers

ABSTRACT With the advancement of Chinese teacher ethics, the significance of professional ethics among kindergarten teachers has gained prominence. Early childhood professional practice encompasses intricate ethical dilemmas that teachers must promptly identify and address. Consequently, the ability to make ethical decisions has become a crucial skill in teachers’ professional ethical practice. This study investigates the ethical dilemmas and decision-making of Chinese kindergarten teachers (N = 19) through semi-structured interviews and non-participant observation in a specific kindergarten setting. The findings reveal that Chinese kindergarten teachers face ethical dilemmas that revolve around four main themes: matters related to teacher’s work, matters related to parental expectations and requirements, matters related staff’s behaviour, conflicts between common rules. Chinese kindergarten teachers’ ethical decision-making can be categorised into four main types: inadvertently ignoring or giving less consideration, avoiding, delegating, and dialogue. Given China’s current focus on strengthening teacher ethics at the policy level, the results of this research hold significant reference value for enhancing the quality of teacher-child interaction and teachers’ ethical standards.

Teacher-child interaction quality in early childhood education: the impact of teacher beliefs

ABSTRACT This study examines the status of teacher-child interaction quality, the nature of teacher beliefs, and their relationship in the context of preschool classrooms in a metropolitan city in Turkey via a mixed-methods research design. Quantitative data were collected from 47 preschool teachers through teacher survey and structured classroom observation methods using the Classroom Assessment Scoring System (CLASS). In the qualitative dimension, semi-structured interviews were conducted with four preschool teachers, purposefully selected based on their CLASS scores. The results revealed that the overall quality of teacher-child interaction was ‘average’ in the classrooms. Preschool teachers were generally positive about their capabilities to teach and tended to espouse developmentally appropriate practice to a great extent, but these beliefs did not consistently align with the teacher-child interaction quality observed in their classrooms. The study highlights the critical need to bridge the gap between teachers’ beliefs and practices to improve the quality of early childhood education.

Using professional learning to foster distributed leadership and equity of voice and promote higher quality in Early childhood education

ABSTRACTHigh-quality early childhood education (ECE) can improve children’s educational trajectories. However, the ECE field globally faces challenges that compromise its quality, with COVID-19 childcare closures further intensifying complexities. One solution to improve ECE working conditions is to use a distributed leadership framework to create professional learning opportunities that enhance staff interactions and equity of voice (staff input/investment). Limited research has explored this approach in relation to key outcomes like staff satisfaction, staff retention and classroom quality. The current study filled this gap by examining a job-embedded professional development initiative in the United States, Flamingo Early Learning (FEL). Using a distributive leadership framework, FEL was implemented in two cohorts of 18 ECE programme and 416 educators. Quantitative analyses of FEL online course data from 108 educators showed improvement in content knowledge. Classroom observation data from 64 educators revealed enhanced teacher-child interaction quality. Qualitative analyses of focus groups with 17 educators highlighted increased equity of voice, barriers to achieving the initiative’s goals and lingering effects of COVID-19. Findings were further examined in relation to staff role. Recommendations include using policy-driven initiatives to iteratively develop and evaluate professional learning models that promote distributed leadership and thereby greater ECE educator empowerment, satisfaction and practice.

Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition

This study explored the link between classroom-level problem behaviors and teacher-child interaction quality in 307 Head Start preschool classrooms. The moderating role of the classroom's age composition (e.g., 3- and 4-year-olds versus 4-year-olds only) also was examined. Using a dataset of 852 3-year-old children and 1114 4-year-old children, classroom-level problem behaviors were operationalized using teacher reports of children's problem behaviors. Results indicated that classroom-level problem behaviors, specifically oppositional/aggressive and internalizing behavior, were associated with lower teacher-child interaction quality (i.e., emotional support, classroom organization, and instructional support). In contrast, classroom-level hyperactivity was only negatively related to classroom instructional support. Moderation results indicated that high-levels of classroom-level activity were related to lower-levels of teacher-child interaction quality, but for 4-year-old only classrooms. The results of this study have implications for practice and policy.

Early childhood teacher workplace stress and classroom practices

ABSTRACTTeaching is a stressful profession given teachers’ competing demands. Due to COVID-19, teachers struggle to balance maintaining a safe classroom environment and the traditional child-directed focus of early education. The purpose of this study was to examine the effectiveness of an adaptation of Infant/Early Childhood Mental Health Consultation (IECMHC) on reducing teachers’ stress and examine associations between teacher stress and classroom practices. Measures were collected at baseline (T1) and 6-months post-intervention (T2) using the Childcare Worker Job Stress Inventory, an observational measure of classroom practices (Health Environment Rating Scale), and teacher-child interaction quality (Classroom Assessment Scoring System). Regression analyses revealed that teacher-reported Job Resources were associated with higher Classroom Organization at T2. Findings suggested that providing mental health consultation may be an important first step in improving quality classroom practices, particularly those practices that support children’s social-emotional and behavioral development.

Associations among teacher-child interaction, children's executive function and children's comprehensible vocabulary.

To understand the working mechanism and the relationships among the quality of teacher-child interaction (TCI), children's comprehensible vocabulary (CV) and executive function (EF). Using stratified sampling, 900 children (boys 50.2%) and 60 preschool teachers were recruited from 4 places in China for testing, and five measurement tools, including the Classroom Assessment Scoring System (CLASS), the Peabody Picture Vocabulary Test (PPVT-R), the Stroop test, a card sorting task, and the Wechsler Intelligence Scale for Children (WISC-IV), were used. For every additional unit of TCI, EF increases by 0.55 units; For every additional unit of EF, CV increases by 0.55 units; For every additional unit of CV, EF increases by 0.55 units; For every additional unit of CV, TCI increases by 0.38 units; For every additional unit of TCI, CV increases by 0.38 units. In the Model of TCI-EF-CV, the estimated value of TCI and the total effect of comprehensible vocabulary is 0.18; Z = 9.84, which is significantly greater than 1.96 at the bias-corrected 95% confidence interval and at the percentile 95% confidence interval (0.15, 0.23), both of which do not contain 0. The direct effect of TCI and CV is significant and indirect effects account for 39%. In the Model of TCI-CV-EF, the total effect of TCI on executive function is 0.09 (Z = 6.14), the direct effect is not significant with bias-corrected 95% confidence interval and 95% confidence interval (-0.01, 0.03), both of which include 0. There are two-way effects among children's EF and CV, TCI and CV. EF plays a mediating role in the influence of TCI on CV. TCI positively predicts children's EF, but this mainly depends on CV. Therefore, TCI plays a positive role in the development of children's CV and EF.

보육교사가 지각한 사회적 지지와 교사-영유아 상호작용의 관계에서 전문성 인식의 매개효과

Objectives The purpose of this study is to investigate the mediating role of professional perception in the relationship between social support and teacher-child interaction.
 Methods To this end, a survey was conducted on childcare teachers working at daycare centers in the J area. For the collected data, frequency, percentage, mean and standard deviation were calculated using the SPSS 24.0 statistical program, and correlation and mediation analysis were performed.
 Results The results of the study were as follows: First, the relationship between social support, professional perception, and teacher-child interaction showed significant static correlations between all variables. Second, the mediating effect of professional perception in the relationship between social support and teacher-child interaction was examined, and it was found that it plays a partial mediating role.
 Conclusions This study found that professional perception has a partially mediated effect on the relationship between social support and teacher-child interaction. Based on the results of the study, we discussed the interest in professional perception as a mediating factor linking social support and teacher-child interaction, and ways to promote social support and professional perception to improve the quality of teacher-child interaction.

교사의 놀이지원역량이 유아의 자기효능감에 미치는 영향

Objectives The purpose of this study was to examine the effect of teacher's play support competency on childhood's self-efficacy and to verify the mediating effect of teacher-child interaction.
 Methods The study participants were 413 3-years-old, 4-years-old, and 5-years-old children and 40 teachers in childcare centers and kindergarten. The teacher's play support competency, childhood's self-efficacy, and teacher-child interaction tools were evaluated by the child's teacher. The collected data were subjected to Pearson's correlation analysis and Baron and Kenny's three-stage mediating regression analysis using the SPSS 21.0 program, and then the significance of the mediating effect was verified through Sobel test.
 Results First, there was the significant correlation between teacher's play support competency, childhood's self- efficacy, and teacher-child interaction. Second, it was found that the teacher's play comprehension competency mediated the teacher-child interaction and had an indirect effect on the cognitive, physical, and social emotional efficacy of children. Third, it was found that the teacher's play observation and analysis competency had an indirect effect on the social and emotional efficacy of children by full mediation the teacher-child interaction. Fourth, it was found that the teacher's play operation competency had an indirect effect on the cognitive and social emotional efficacy of children by full or partial mediation the teacher-child interaction. Fifth, it was found that the teacher's play response and communication competency had an indirect effect on the cognitive, physical, and social emotional efficacy of children by full mediation the teacher-child interaction.
 Conclusions The results of this study suggest that it is important to develop teacher's play support competency and improve the quality of teacher-child interactions in order to improve childhood's self-efficacy.

Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality

This cross-sectional study examines associations between PreK classroom-level teacher-child interaction quality and individual children's peer engagement quantity and quality. The study utilizes a sample of 714 children from 214 classrooms collected as part of the National Center for Research on Early Childhood Education Professional Development (NCRECE) study. Multilevel regression models using a bifactor analytic approach to measuring teacher-child interaction quality (resulting in three unique and uncorrelated factors) indicate that in classrooms with higher levels of responsive teaching practices, individual children exhibit greater peer sociability and assertiveness, but not communication. In classrooms with higher levels of cognitive facilitation, individual children display higher peer engagement across all measured dimensions (Sociability, Assertiveness, Communication), and greater observed potential for peer communication, operationalized as children's highest observed peer engagement score. Finally, in classrooms with more effective management and routines, individual children display lower peer sociability and assertiveness, but not communication. Implications are suggested for supporting children's peer engagement within early childhood classrooms.

Linking professional development to classroom quality: Differences by ECE sector

Public investments in professional development (PD) as a key strategy to improve the quality of early care and education (ECE) are large and growing, yet little is known about whether PD for early educators is linked to quality, either outside of experimental contexts or across the various sectors in which children are served. We use data from a community sample of early educators working in state pre-k and child care to document the amount of PD teachers received in two content areas and to test for links between PD and teacher-child interaction quality both overall and by sector. We found that state pre-k teachers accessed more PD than those in child care. Moreover, using OLS models with a lagged measures of teacher-child interaction quality, we found that PD was positively linked to teacher-child interactions only among state pre-k teachers. Implications for research and policy are discussed.

Teacher-Child Interaction Domains Measured by the CLASS and Children’s Pre-Literacy Skills: A Systematic Review and Meta-Analysis

ABSTRACT Research Findings: The quality of teacher–child interaction is a principal driver of children’s development of pre–literacy skills. Yet previous findings regarding the associations between teacher-child interaction quality as measured by the Classroom Assessment Scoring System (CLASS) and children’s pre–literacy skills have been inconclusive. This study performed a systematic review and meta–analysis to examine the effects of the three CLASS domains on children’s pre–literacy skills. The systematic review aimed to provide a rich overview of the methodological approaches used in the studies and the meta–analysis offered an overall assessment of the evidence. Relevant literature was searched using 4 databases (Web of Science, PsycARTICLES, PsycINFO, and ERIC) and Google Scholar, leading to the identification of 22 articles published between 2008 and 2021 meeting the inclusion criteria. Results of the systematic review revealed few associations between three CLASS domains and children’s gains in pre–literacy skills. Findings were unrelated to a range of moderators investigated. A three-level random–effects model yielded considered small overall effect sizes for the associations between three CLASS domains and children’s domainspecific pre–literacy skills. Practice or Policy: The findings did not provide strong empirical evidence that links general teacher–child interactions as measured by the CLASS to children’s domain–specific skills. Taking into consideration the multi–faceted and complex nature of early childhood education quality is much needed when assessing the classroom quality.

Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Research

ABSTRACTStudies show that processes like teacher–child interactions are a key dimension of childcare quality and that global and domain-specific interactions seem to have different effects on child development. A variety of instruments have been used to assess quality in the field of early childhood research. The aim of this study was to identify and discuss instruments that assess global and/or math-specific interaction quality in childcare settings (birth to school-entry). In the systematic literature review, we found 4211 publications using instruments that assess global and/or math-specific interaction quality, of which 148 remained after a screening of titles, abstracts, and full-texts. In all, 55 instruments assessing interaction quality were identified and analyzed regarding their (sub)scales, items, method, procedure, children’s age, reliability, and validity. We identified more instruments measuring global aspects of teacher–child interactions than measuring math-specific aspects. In general, some instruments might be over- or underrepresented, due to linguistic and publication bias.

The Role of Preschool Dosage and Quality in Children's Self-Regulation Development.

The present study examined how the dosage and quality of the federal preschool program "Head Start" (HS) in the US related to children's self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher-child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children's development.

Process Quality in Toddler Classrooms in Four European Countries

ABSTRACT Research Findings: This study examined whether teacher-child interaction quality varied as a function of type of activity in toddler classrooms in four European countries (Finland, Netherlands, Poland, and Portugal). It also investigated whether specific activity settings, namely levels of adult involvement, use of whole group, and children’s engagement with materials, explained differences in teacher-child interaction quality across activities. Participants were 129 toddler classrooms and their lead teachers, specifically, 28 in the Netherlands, 40 in Finland, 31 in Portugal, and 30 in Poland. Process quality was measured with the CLASS Toddler (La Paro et al., 2012) and the Activity Setting Measure was used to characterize adult levels of involvement, group organization, and children’s engagement with materials. Findings indicated that there were important variations across activities in all countries. Positive associations were found between higher levels of adult facilitation and both Emotional and Educational Support. Other activity settings partially explained differences across activities in interaction quality, although patterns varied by country. Practice or Policy: CLASS scores were conditional on the content and format of the activities. Greater attention to activity types and settings may be a means to increase the precision of quality assessment.

The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach

ABSTRACT Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers’ occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Assessment Scoring System (CLASS Pre-K). The teachers also completed a questionnaire about their occupational well-being. Four interaction profiles were identified: Highest Quality, Moderate Quality, Lower Quality with Limited Negativity, and Lower Quality with Moderate Negativity. Differences between the profiles were found in teachers’ teaching-related stress, general stress, and depressive symptoms. Furthermore, the profiles differed, albeit marginally significantly, in terms of teachers’ emotional exhaustion. Overall, teachers in the Moderate Quality profile reported the most favorable occupational well-being, whereas teachers in the Highest Quality and the two lower quality profiles reported challenges to their occupational well-being. The profiles did not differ in terms of teacher and classroom characteristics. Practice or Policy: Results suggest that teachers’ professional development opportunities should focus on both improving the quality of classroom interactions and enhancing teachers’ occupational well-being by reducing their stress.

Adverse childhood experiences, stress, and resilience among early childhood teachers

Early childhood teachers play a critical role in supporting young children's cognitive, social, and emotional development. Unfortunately, teachers’ abilities to promote young children's well-being can be hindered by their own stress. Teachers can experience both workplace stressors as well as chronic stressors from adverse childhood experiences (ACEs). Very little is known about whether different sources of teacher's stress have independent effects on their functioning. The present study examines whether workplace stress and history of ACEs are unique or redundant predictors of teacher resilience and classroom behavior, including teacher-child interaction quality, child classroom misbehavior, and staff affect regulation. Data were collected from female teachers (N = 718) across 101 childcare centers. Teachers (Mage = 39.26, SD = 13.69) completed self-report assessments on their history of ACEs, workplace stress, and resilience. For a subsample of teachers (n = 58) classroom behavior was observationally coded in the classroom. Controlling for student-teacher ratio and center type, both a higher number of ACEs and workplace stress were associated with lower levels of resilience. Only a history of ACEs was associated with observed teacher-child interaction quality and child classroom misbehavior, not workplace stress. Although there are some limitations to the measurement of retrospective ACEs, the present study offers some promising findings regarding the impact of ACEs on teacher functioning. The present findings suggest that addressing trauma-specific stress is important for early childhood teacher interventions, beyond general relaxation and stress management strategies.

Teacher–Child Interaction Quality Fosters Working Memory and Social-Emotional Behavior in Two- and-Three-Year-Old Children

AbstractHow does teacher–child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual assessment (i.e. working memory by the “Hidden Toys Task”, selective attention with the NEPSY, inhibitory control by using the “Toy Wrap Task”), testing children between 22 and 45 months old (M = 33 months, SD = 6 months;N = 64; 44% girls) who attended a child care center. Additionally, children’s social and self-regulatory skills were assessed by their teachers by using the MASCS and CBRS rating scales. We found evidence that for even children this young, the quality of interactions in child care settings is positively related to working memory, and less disruptive behavior. Conversely, we found no evidence that interaction quality influenced other aspects of social-emotional development, such as selective attention, inhibitory control, self-regulatory skills, prosocial behavior and impulsiveness. Results emphasize the importance of positive interaction in child care settings for children at about the age of three. Possible reasons for null findings are discussed.

Activity settings and attributed social disadvantage as influencing factors on teacher–child interaction quality in central Germany

Activity settings and attributed social disadvantage as influencing factors on teacher–child interaction quality in central Germany