A Closer Look: Socio-Structural Influences on Teacher-Child Interactions during Project Work

Autor/inn/en	Cordoba, Tanya Espinosa; Sanders-Smith, Stephanie C.
Titel	A Closer Look: Socio-Structural Influences on Teacher-Child Interactions during Project Work
Quelle	In: Journal of Early Childhood Research, 16 (2018) 4, S.407-420 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X18804849
Schlagwörter	Teacher Student Relationship; Early Childhood Education; Power Structure; Teaching Methods; Social Structure; Educational Quality; Case Studies; Disadvantaged Youth; Preschool Children; Preschool Teachers; Federal Programs; Faculty Development; Educational Environment; Student Projects; Active Learning; Feedback (Response); Problem Solving + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialstruktur; Quality of education; Bildungsqualität; Case study; Fallstudie; Case Study; Benachteiligter Jugendlicher; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulprojekt; Aktives Lernen; Problemlösen
Abstract	An increasing amount of attention and public funding has been dedicated in recent years to the field of Early Childhood Education and the expansion of early childhood programs in the United States. Program quality in early childhood is evaluated based on program-level structural features and instructional support (e.g. problem solving, feedback, and language modeling), but quantifiable measures of structural and process features do not necessarily equate to quality instructional interactions. Questions remain about the presence and strength of socially constructed power dynamics found in pedagogic practice. This case study seeks to illuminate interactions between children and teachers in federally funded Head Start classrooms, teachers' views of children, and influences to novice project work using the Project Approach. The project work served as a frame for viewing interactions between teachers and children as mediated by varying degrees of power and control of teacher--child interactions at the classroom level (identified as "socio-structures"). Questions investigated were the following: (1) What are the socio-structures inside these Head Start classrooms before and during the implementation of the Project Approach? (2) How do existing socio-structures relate to teacher-child instructional language interactions during the implementation of the Project Approach? (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01