Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool

Autor/inn/en	Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E.
Titel	Using a Standardized Task to Assess the Quality of Teacher-Child Dyadic Interactions in Preschool
Quelle	In: Early Education and Development, 29 (2018) 2, S.266-287 (22 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1387960
Schlagwörter	Teacher Student Relationship; Interaction; Preschool Children; Preschool Teachers; Student Behavior; Behavior Problems; Play; Coding; Teacher Behavior; Correlation; Test Construction; Rating Scales; Hypothesis Testing; Test Validity; Test Reliability; Randomized Controlled Trials; Comparative Analysis; Teacher Surveys; Intervention; Classroom Observation Techniques; Statistical Analysis + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Student behaviour; Schülerverhalten; Spiel; Codierung; Programmierung; Teacher behaviour; Lehrerverhalten; Korrelation; Testaufbau; Rating-Skala; Hypothesenprüfung; Hypothesentest; Testvalidität; Testreliabilität; Statistische Analyse
Abstract	Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate. Teacher-child dyads (n = 345) participated in a play session that included free play and clean-up tasks. We adapted two coding schemes to assess the quality of both teachers' and children's interactive behaviors during these two tasks. The coding schemes exhibited internal and inter-rater reliability. Significant associations with classroom-level teacher-child interactions and children's observed classroom engagement provide support for the measure's validity. Differences in teacher and child-interactive behaviors across the two tasks (free play versus clean-up) suggest that task features may affect the quality of teacher-child interactive behaviors. Practice and Policy: Examining the interactions of different teacher-child dyads within the same standardized context will allow researchers to better understand the child and teacher factors that contribute to the quality of those interactions. Thus, use of this task in future field-based research may help to assess the impact of early interventions and professional development efforts that target improvement in the quality of teacher-child interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01