Effect of Male and Female Early Childhood Education Teacher's Educational Practices on Children's Social Adaptation

Autor/inn/en	Besnard, Thérèse; Letarte, Marie-Josée
Titel	Effect of Male and Female Early Childhood Education Teacher's Educational Practices on Children's Social Adaptation
Quelle	In: Journal of Research in Childhood Education, 31 (2017) 3, S.453-464 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2017.1319445
Schlagwörter	Preschool Teachers; Early Childhood Education; Teaching Methods; Student Adjustment; Social Adjustment; Observation; Correlation; Parent Surveys; Gender Differences; Teacher Characteristics; Behavior Problems; Classroom Techniques; Classroom Environment; Foreign Countries; Longitudinal Studies; Comparative Analysis; Questionnaires; Statistical Analysis; Multivariate Analysis; Canada + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Soziale Anpassung; Beobachtung; Korrelation; Geschlechterkonflikt; Klassenführung; Klassenklima; Unterrichtsklima; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Statistische Analyse; Multivariate Analyse; Kanada
Abstract	It is believed children stand to benefit from a greater male teacher presence in early childhood education (ECE) where, internationally, the vast majority of ECE teachers are female. This study (N = 180) examines the relationship between children's social adaptation and the educational practices of 53 ECE teachers, 23 (44%) of which were male. Third-party observers assessed practices using the Classroom Assessment Scoring System (CLASS) in the natural classroom setting. Parents evaluated social adaptation using the Social Competence and Behavior Evaluation. Observational data reveal no intersex differences in educational practices. Multilevel model analyses show that children in ECE centers with male and female teachers exhibit less internalized behavior compared with those in centers with female teachers only. A relationship is observed between good classroom organization and instructional support, respectively, and improved children's social adaptation, regardless of teacher gender. The authors discuss the potential impact of the results on future educational interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01