Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions

Autor/inn/en	Cash, Anne Henry; Ansari, Arya; Grimm, Kevin J.; Pianta, Robert C.
Titel	Power of Two: The Impact of 2 Years of High Quality Teacher Child Interactions
Quelle	In: Early Education and Development, 30 (2019) 1, S.60-81 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cash, Anne Henry) ORCID (Ansari, Arya) ORCID (Grimm, Kevin J.) ORCID (Pianta, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1535153
Schlagwörter	Teacher Student Relationship; Interaction; Preschool Education; Kindergarten; Preschool Teachers; Preschool Children; Academic Achievement; Academic Ability; Verbal Ability; Vocabulary; Emotional Response; Classroom Environment; Teaching Methods; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement; Oral and Written Language Scales + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Schulleistung; Mündliche Leistung; Wortschatz; Emotionales Verhalten; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The current study focuses on the cumulative effect on children's early learning outcomes of the quality of teacher-child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher-child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children's academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children's experiences over the early school years and the presence of selection bias. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01