Associations between Consistent and High-Quality Teacher-Child Interactions and Preschool Children's Self-Regulation and Activity in the Stress Response System

Autor/inn/en	Hatfield, Bridget E.; Finders, Jennifer K.; Zandbergen, Danielle L.; Lewis, Hillary
Titel	Associations between Consistent and High-Quality Teacher-Child Interactions and Preschool Children's Self-Regulation and Activity in the Stress Response System
Quelle	In: Early Education and Development, 33 (2022) 7, S.1222-1236 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hatfield, Bridget E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2021.1961198
Schlagwörter	Preschool Children; Teacher Student Relationship; Interaction; Self Control; Stress Management; Stress Variables; Child Care; Biochemistry; Inhibition; Classroom Environment; Psychological Needs; Social Support Groups; Educational Environment; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Selbstbeherrschung; Stressmanagement; Stressbewältigung; Kinderfürsorge; Kinderbetreuung; Biochemie; Hemmung; Klassenklima; Unterrichtsklima; Social support; Soziale Unterstützung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Research Findings: This study aims to understand the ways in which classroom-level teacher-child interaction quality is predictive of self-regulatory behavior and physiology. Specifically, we examine if high-quality and consistent behavioral and emotional support are related to preschool children's behavioral self-regulation, inhibitory control, and morning cortisol levels at child care. Fifty-four children within 11 center-based preschool classrooms participated. Saliva was collected at child care over two mornings and assayed for cortisol; two direct assessments of self-regulation were conducted. Classroom quality was observed over two days with the Classroom Assessment Scoring System. Models predicting self-regulation find that high-quality Emotional Support predicted higher behavioral self-regulation and inhibitory control skills for preschool children. No significant associations with consistency of teacher-child interactions emerged; however, there was a trend-level association between consistently managed classrooms and behavioral self-regulation. Results indicate no association between classroom-level interaction quality or consistency and children's cortisol at child care. Practice or Policy: Our findings indicate that classroom-level, emotionally supportive interactions predict higher behavioral self-regulation and inhibitory control for preschool children. Thus, teachers who foster relationships in the classroom that are supportive and responsive may help to support preschool children's self-regulation skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01