"Good-Fit" Teacher-Child Play Interactions and the Subsequent Autonomous Play of Preschool Children

Autor/inn/en	Trawick-Smith, Jeffrey; Dziurgot, Traci
Titel	"Good-Fit" Teacher-Child Play Interactions and the Subsequent Autonomous Play of Preschool Children
Quelle	In: Early Childhood Research Quarterly, 26 (2011) 1, S.110-123 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2010.04.005
Schlagwörter	Play; Interrater Reliability; Preschool Children; Preschool Teachers; Teacher Student Relationship; Models; Adults; Interviews; Goodness of Fit; Teacher Response; Early Childhood Education + Suchen Sie Ihr Suchwort? Spiel; Interrater-Reliabilität; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Teacher student relationships; Lehrer-Schüler-Beziehung; Analogiemodell; Interviewing; Interviewtechnik; Lehrerkommentar; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	The purpose of this study was to test a model of adult-child play interactions in preschool classrooms, based on the work of Vygotsky and neo-Vygotskian scholars. The model predicts that adults will tailor the play support they provide to the immediate needs of individual children, and that this will lead to subsequent independent play. Classroom interactions between eight preschool teachers and 32 students were videotaped, transcribed, and analyzed over a six-month period. Interviews were conducted with the eight adult participants to confirm and elucidate findings from observed classroom behaviors. Distinct types of play support needed by children and given by teachers were identified. These were operationally defined; definitions were used to create a coding system that was found to have high inter-rater reliability. Sequential analyses were conducted to determine goodness-of-fit between teacher responses and children's needs. Behavioral outcomes of a good fit were also examined. Findings support the model tested here. Teachers often responded to children's play with behaviors matching the level of support needed. Good-fit interactions more frequently led to autonomous subsequent play than poor-fit interactions. (Contains 5 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10