Quality Of Teacher-child Interactions Research Articles

Using bifactor models to measure teacher–child interaction quality in early childhood: Evidence from the Caregiver Interaction Scale

Bifactor models have great promise to support the measurement of adult–child interaction in early childhood settings but are not frequently used in the field. This study explored whether a bifactor model fit teacher–child interaction data gathered from the Caregiver Interaction Scale (CIS; Arnett, 1989) in four cohorts of the recent Head Start Family and Child Experiences Survey (FACES) study (1997–2006). Analyses also examined concurrent validity of this approach using several teacher- and child-level variables. In total, 1422 Head Start classrooms were observed with the CIS. Factor analyses found that a bifactor model, featuring one factor for overall positive teacher–child interaction as well as two methodological factors accounting for whether items targeted appropriate or (reverse-coded) inappropriate behaviors, fit the data well, consistent with other recent work. Further, evidence of concurrent validity for this bifactor model of teacher-child interaction emerged with lead teachers’ background factors (experience and CDA credential) and their global classroom quality, as well as children’s prosocial skills. Overall, results illustrate both the utility and logistics of the bifactor model approach to measuring interaction quality in early childhood settings.

Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features

This study examined the quality of teacher-child classroom interactions in Chinese kindergartens and associated program- and teacher-related features. In examining 180 classrooms from randomly selected kindergartens in a southern China province, latent profile analysis (LPA) identified four distinctive profiles of teacher-child interactions. Significant associations were found between teacher-child interaction quality profiles, teacher and program features. Lower teacher-child interaction quality profiles were associated with less desirable program-and teacher-related features, suggesting that programs serving communities where families were most socioeconomically disadvantaged were least likely to receive them.

Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher-child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher-child interactions in prekindergarten classrooms are discussed.

Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development

Research Findings: The teacher–child relationships that develop in infant/toddler child care provide a critical caregiving context for young children’s socioemotional development. However, gaps remain in researchers’ understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based child care programs. Guided by ecological theory, this article offers a review of the current literature on this topic, including influential factors and developmental outcomes associated with teacher–child interaction quality, the teacher–child relationship as a compensatory mechanism for children facing risk, and differential susceptibility to caregiving experiences. Practice or Policy: Within the context of infant/toddler child care, many opportunities exist for researchers to refine the measurement of individual teacher–child interactions, test young children’s self-regulation as an outcome variable, and develop understanding of compensatory and differential susceptibility mechanisms. Clarifying these processes will inform early childhood education teacher training in terms of how teachers can best facilitate healthy socioemotional outcomes, especially for the most vulnerable children.

Examining Self-Regulation Skills According to Teacher-Child Interaction Quality

Aim of this research is to examine children’s self-regulation skills according to teacher-child interaction quality. For this purpose; 30 classes, which were determined randomly from central districts of Ankara, were assessed with Classroom Assessment Scoring System. 4 classes were selected according to quality level of teacher-child interaction (2 high, 2 low). Children’s self-regulation skills were assessed with Preschool Self-Regulation Assessment tasks in these 4 classrooms. Results of the study show that teacher-child interaction quality level had a significant difference on children’s executive functioning scores that is a part of self-regulation. But it had no significant difference on children’s social competence and inhibitory control skills.

Individual and Contextual Factors Associated with Pre-Kindergarten Teachers' Responsiveness to the MyTeachingPartner Coaching Intervention.

With research findings indicating positive associations between teacher-child interaction quality and children's development and learning, many professional development efforts now focus on improving the ways in which teachers interact with children. Previous work found that MyTeachingPartner (MTP), a web-mediated coaching intervention, improved teachers' classroom interactions with children, and further analysis found that improvement in teachers' interactions was mediated by their responsiveness to the MTP intervention. The current study assessed how teacher characteristics, including demographics, beliefs, and psychological factors, as well as contextual characteristics related to multiple measures of teachers' responsiveness to MTP. Findings show that related factors vary across the different indicators of responsiveness. Specifically, the psychological factors of anxiety and readiness to change related to multiple indicators of responsiveness. Further, readiness to change and self-efficacious beliefs moderated the associations between classroom poverty and responsiveness. Study findings provide new insights into key teacher characteristics that might identify teachers in need of intervention adaptation or support to ultimately increase overall responsiveness.

유아교사의 교사효능감이 유아의 사회성에 미치는 영향 : 직무만족도와 교사-유아 상호작용 질의 순차적 매개효과

ABSTRACT This study examined the effects of teacher's self-efficacy on children's sociality through the mediating effects of job-satisfaction and the quality of teacher-child interaction. The participants in this study consisted of 27 teachers working at child care centers and 71 children(4-5 years old) in their charge in Seoul and Gyeonggi-do province, Korea. Data were analyzed by means of a Hayes's PROCESS(2012) program to identify the serial multiple mediating effects and the relationships which exist among the various factors. The present study found that teacher's self-efficacy had significant indirect effects on children's sociality through job-satisfaction and the quality of teacher-child interaction. These results suggest that a higher level of teacher's self-efficacy leads to greater job-satisfaction and better quality of teacher-child interaction and this in turn has an influence on children's sociality. Keywords：교사효능감(teacher's self-efficacy), 직무만족도(job-satisfaction), 교사-유아 상호작용의 질(the quality of teacher-child interaction), 유아의 사회성(children's sociality).

Church Sponsored Child Care: Association of Regulatory Level with Quality

Abstract Multiple types of child care are exempt from government licensure or regulation in the United States, yet previous research has shown that stricter adherence to regulatory standards predicts higher quality programs. This study compares global child care quality and teacher-child interaction quality in church-sponsored child care centers that are legally-exempt from licensure and operate at three regulatory levels. Observations were completed in 59 church-sponsored, center-based child care programs. Centers that voluntarily followed stricter levels of regulation had higher quality. The findings have implications for policymakers and legislators who create and implement child care standards and subsidy policies.

Analysis of Place Value Instruction and Development in Pre-Kindergarten Mathematics

Development of two-digit place value under- standing in the elementary grades has been the subject of some study; however, research at the pre-kindergarten (Pre-K) level is limited. This two-part paper begins by providing an overview of two-digit place value instruction in Pre-K and describes the component parts of a research- based math curriculum, MyTeachingPartner Math (MTP Math). Part two presents the results of a video analysis of classroom interactions across four MTP Math place value activities facilitated by two high quality teachers. Particular attention is given to the primary conceptual hurdles faced by students, as well as the scaffolding strategies employed by teachers. Results indicate that students possess a con- ceptual understanding of the ones place prior to the tens place and initially struggle the concept of unitizing groups of ten. Considerations are discussed for improving the quality of teacher-child interactions in pre-kindergarten that can best support children's thinking and learning.

Measuring the Quality of Teacher-Child Interaction in Autistic Disorder

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

Measuring the Quality of Teacher-Child Interaction in Autistic Disorder

The teacher-child relationship fulfils critical functions for the well being of the child, affecting emotive development, academic achievements, behavioral conducts and relationships with peers. The goal of the presented study is to compare the perceptions of the class teacher and of the support teacher concerning their relationship with subjects with autistic spectrum disorders (ASD; N=14; Mean age =90.07 months; SD=19.36) and with children of the control group (4 classmates per every subject of the experimental group, for a total of 56 pupils, Mean age = 80.36 months; SD=18.33). The perception by the teacher of the class, concerning the relationship with children with ASD, is characterized by higher levels of Conflict, and lower levels of Closeness, if compared with perceptions about the relationship with children of the control group (Conflict: t=-3.317; df= 14.931; p<0.01; Closeness: t= 5.638; df = 65; p < 0.001). The perception of the two teachers only correlates with regards to the Conflict dimension (r=0.769; p < 0.01). In reference to the child's adaptive skills only the social skills scale correlates with the Closeness. This is true in the perception of the support teacher (r=0.598; p<0.05). Finally, we take into account how the perception of the relationship relates with the socio-personal and professional data of the teachers and with the social features of the children.

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

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.

Children’s Attendance Rates and Quality of Teacher-Child Interactions in At-Risk Preschool Classrooms: Contribution to Children’s Expressive Language Growth

The present research examines whether children’s daily attendance rates would be predictive of gains in expressive language within the context of high-quality preschool classrooms. The quality of preschool classrooms was assessed by measuring the quality of the teacher’s interactions with the children in his or her classroom. Hierarchical linear models, nesting children within classroom, were used to examine children’s growth in expressive language in two independent samples (n = 129 children in 14 classrooms; n = 160 children in 46 classrooms). Results showed positive relations between daily attendance and language gains for children enrolled in higher quality preschool classrooms. Findings suggest that at-risk children who are rarely absent from high-quality preschool classrooms show accelerated expressive language growth, thus indicating that preschool attendance is an important factor to consider in future research and policy decisions.

Consultation for Teachers and Children's Language and Literacy Development during Pre-Kindergarten

MyTeachingPartner (MTP) is a teacher professional development program designed to improve the quality of teacher-child interactions in pre-kindergarten classrooms and children's language and literacy development. The program includes language/literacy activities and two Web-based resources—video exemplars of effective interactions and individualized consultation—designed to support teachers' high quality implementation of these activities. This study examined the impacts of the MTP Web-based resources on the language and literacy development of 1,165 children during pre-kindergarten. Children whose teachers were randomly assigned to receive access to both the video exemplars and participated in consultation (MTP Consultancy n = 65) made greater gains in receptive language skills during pre-kindergarten compared to children whose teachers were randomly assigned to receive access to the video exemplars only (MTP Video Library n = 69). Further, among MTP Consultancy teachers, more hours of participating in the consultation process was positively associated with children's receptive language development, and more hours implementing the language/literacy activities was positively associated with children's language and literacy development. Implications for improving children's school readiness and promoting teachers' participation in professional development programs are discussed.

Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.

This study examined the extent to which the quality of teacher-child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were modeled with hierarchical linear modeling for 3 areas of achievement: word reading, phonological awareness, and mathematics. Cross-classified analyses examined the extent to which quality of teacher-child interactions and children's starting level predicted achievement growth rates over 2 years, and they also accounted for the changing nesting structure of the data. Results indicated that achievement at kindergarten entry predicted children's growth for all 3 outcomes. Further, first-grade teachers' strong emotional support related to greater growth in students' phonological awareness. Emotional and instructional support in first grade moderated the relationship between initial achievement and growth in word reading. Kindergarten classroom organization moderated the relationship between initial achievement and growth in mathematics. The implications of schooling for early growth trajectories are discussed.

Classroom Effects on Children’s Achievement Trajectories in Elementary School

This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected two latent classes of readers: fast readers whose skills developed rapidly and leveled off, and a typical group for which reading growth was somewhat less rapid. Only one latent class was identified for math achievement. For reading, there were small positive associations between observed emotional quality of teacher-child interactions and growth. Growth in math achievement showed small positive relations with observed emotional interactions and exposure to math activities. There was a significant interaction between quality and quantity of instruction for reading such that at higher levels of emotional quality there was less of a negative association between amount of literacy exposure and reading growth.

Teacher-Child Interactions and Preschool Children's Perceptions of Self and Peers

This study examined connections between teacher-child interaction and children's perceptions of self and peers. Forty-seven predominately white, middle-class preschoolers (twenty-seven boys, twenty girls; forty European-American, two Hispanic, two African-American, three Asian) were observed during indoor and outdoor activity at their preschool over a period of four months. Children's time spent interacting with teachers, as well as children's cooperative behavior, emotional expressions, and aggression toward teachers was assessed. In addition, children participated in interviews designed to assess their self-perceptions and perceptions of peers. Results revealed that girls spent more time interacting with teachers than boys, and had more cooperative and positive interactions with teachers than did boys. Correlation analyses indicated that the quality of teacher-child interaction was differentially linked to boys' and girls' self-perceptions and perceptions of peers. The implications of interactions between teacher and child for children's cognitions about self and others are discussed.

Collaborative Speech in Dyadic Problem Solving

Preschool gender differences in problem-solving discourse were further investigated. Spontaneous task-related talk of 103 preschool children (53 boys and 50 girls) was analyzed for the frequency of collaborative speech acts to explore a possible link with greater help-eliciting among girls. Girls were nearly exclusive users of collaborative speech. Those who used collaborative speech initiated more verbal turns, used more help-eliciting and self-disclosing speech, but did not differ in task performance. Pragmatic development and quality of teacher-child interaction is discussed.