Examining the Associations between Daily Caregiving Discontinuity and Children's Social-Emotional Outcomes

Autor/inn/en	Le, Vi-Nhuan; Schaack, Diana; Setodji, Claude Messan
Titel	Examining the Associations between Daily Caregiving Discontinuity and Children's Social-Emotional Outcomes
Quelle	In: Developmental Psychology, 51 (2015) 5, S.635-648 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0039093
Schlagwörter	Developmental Psychology; Correlation; Child Caregivers; Child Care Centers; Incidence; Mobility; Teacher Characteristics; Student Characteristics; Age Differences; Predictor Variables; Conflict; Teacher Student Relationship; Student Attitudes; Teacher Attitudes; Peer Relationship; Student Adjustment; Preschool Children; Surveys; Likert Scales; Questionnaires; Family Characteristics; Institutional Characteristics; Preschool Education; Teacher Qualifications; Rating Scales; Teacher Student Ratio; Observation; Regression (Statistics); Colorado; Early Childhood Environment Rating Scale; Classroom Behavior Inventory; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Entwicklungspsychologie; Korrelation; Caregiver; Caregivers; Carer; Child; Children; Kinderbetreuung; Child care facilities; Child care services; Kinderzentrum; Vorkommen; Mobilität; Mobilitätsförderung; Age; Difference; Age difference; Altersunterschied; Prädiktor; Konflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülerverhalten; Lehrerverhalten; Peer-Beziehungen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Pre-school age; Preschool age; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Survey; Umfrage; Befragung; Likert-Skala; Fragebogen; Lehrqualifikation; Rating-Skala; Lehrer-Schüler-Relation; Beobachtung; Regression; Regressionsanalyse
Abstract	Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children's experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move between classrooms on a daily basis, and the associations between children's and teachers' rate of daily movement between classrooms with children's social-emotional outcomes. A moderate to high prevalence of child and teacher movement between classrooms was observed (29% and 83%, respectively). Children who were younger, considered solitary, and who had been enrolled in their classroom for shorter periods of time were less likely to transition between classrooms. Children's rate of movement was a positive predictor of teachers' perceived conflict with children in their care, and a negative predictor of teachers' perceived closeness. In addition, the more frequently teachers moved, the less children were inclined to indicate liking their teachers or centers. However, the more frequently children moved, the more likely children were to indicate liking their peers and for their peers to indicate liking them. Results are interpreted in light of additional research avenues that can inform sensible daily teacher continuity practices. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01