Literaturnachweis - Detailanzeige
Autor/inn/en | Granger, Kristen L.; Hanish, Laura D.; Abry, Tashia; DeLay, Dawn; Bradley, Robert H. |
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Titel | Teachers' Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms |
Quelle | In: Early Education and Development, 34 (2023) 8, S.1850-1871 (22 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1040-9289 |
DOI | 10.1080/10409289.2023.2229714 |
Schlagwörter | Depression (Psychology); Teacher Characteristics; Early Childhood Teachers; Young Children; Interpersonal Communication; Teacher Student Relationship; Context Effect; Classroom Environment; Social Services; Federal Programs; Low Income Students; Center for Epidemiologic Studies Depression Scale Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Social service; Soziale Dienstleistung; Soziale Dienste |
Abstract | Research Findings: We examined whether Head Start teachers' depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers' conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized estimating equations were used to test study hypotheses. Teachers' depressive symptoms were negatively associated with the likelihood that a high-quality conversation would occur during an observation interval. The relation between teacher depressive symptoms and high-quality conversations was negative during both structured settings and free choice settings. This relation also remained negative during play (e.g. art, music) and routine (e.g. personal care, clean up) activities. However, the relation between teacher depressive symptoms and high-quality conversations was not significant during academic activities (e.g. math, books, language). Practice or Policy: Potential explanations, strengths and limitations, and implications for study results are discussed. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |