An Examination of Patterns of Caregiver Responsiveness and Toddler Communication in Early Childhood Classrooms

Autor/inn/en	Eshelman, Victoria T.; Lieberman-Betz, Rebecca G.; Vail, Cynthia O.; Brown, Jennifer A.
Titel	An Examination of Patterns of Caregiver Responsiveness and Toddler Communication in Early Childhood Classrooms
Quelle	In: Journal of Early Childhood Teacher Education, 44 (2023) 1, S.80-94 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-1027
DOI	10.1080/10901027.2021.2005189
Schlagwörter	Caregiver Role; Feedback (Response); Toddlers; Communication (Thought Transfer); Verbal Communication; Early Childhood Education; Child Behavior; Early Childhood Teachers; Learner Engagement; Teacher Student Relationship; Child Development; Classroom Environment + Suchen Sie Ihr Suchwort? Infant; Infants; Toddler; Kleinkind; Communication; thought; Kommunikation; Gedanke; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Early childhood education; Teacher; Teachers; Frühe Kindheit; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Klassenklima; Unterrichtsklima
Abstract	Young children's communication is dependent upon caregivers' responsiveness to their behaviors; however, little is known about the responsiveness of toddler teachers to children in their classrooms. To increase teachers' responsiveness to children's behavior, a peer-coaching model was implemented in three Early Head Start classrooms. The peer-coaching model was developed to (a) increase frequency of appropriate infant/toddler teacher responses to children in their classroom, (b) increase engagement of children, and (c) support early communication of infants and toddlers. This study documented toddlers' communication with their teachers to examine trends in toddler communication and teacher responsiveness. Results of this descriptive study suggest a pattern whereby child communication acts were higher when teachers' responsiveness was higher. This finding supports the need for future research regarding best practices in increasing quality interactions between toddlers and caregivers to support communication development in early care and education settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01