Specifying Adult Interaction Practices as a Step toward Enhancing Our Conceptualization of Process Quality

Autor/inn/en	Ford, Andrea L. B.; Hugh, Maria L.; Johnson, LeAnne D.; Young, Kelsey A.
Titel	Specifying Adult Interaction Practices as a Step toward Enhancing Our Conceptualization of Process Quality
Quelle	In: Infants and Young Children, 35 (2022) 1, S.68-88 (21 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000208
Schlagwörter	Program Effectiveness; Educational Quality; Child Development; School Readiness; Interaction; Preschool Education; Interpersonal Relationship; Scaffolding (Teaching Technique); Adults; Preschool Teachers + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Kindesentwicklung; Readiness for school; School ability; Schulreife; Interaktion; Pre-school education; Vorschulerziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule
Abstract	Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current definitions of process quality, we propose a set of more specific, observable adult interaction practice elements as a complement to existing global indicators within structural process elements and the broader preschool classroom ecology. We describe and define three practice types, as well as the individual practice elements within them, to include: (a) adult-led interaction practices, (b) child-led interaction practices, and (c) differentiated scaffolding. In operationalizing each practice element, we also provide empirical evidence as grounding for its inclusion in our conceptualization. We discuss implications and future practice and policy directions. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: https://journals.lww.com/pages/default.aspx
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01