The Quality of Caregiver-Child Interactions in Infant Classrooms in Portugal: The Role of Caregiver Education

Autor/inn/en	Barros, Sílvia; Cadima, Joana; Pinto, Ana Isabel; Bryant, Donna M.; Pessanha, Manuela; Peixoto, Carla; Coelho, Vera
Titel	The Quality of Caregiver-Child Interactions in Infant Classrooms in Portugal: The Role of Caregiver Education
Quelle	In: Research Papers in Education, 33 (2018) 4, S.513-537 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
DOI	10.1080/02671522.2017.1353676
Schlagwörter	Foreign Countries; Teacher Qualifications; Interaction; Caregiver Child Relationship; Infants; Young Children; Teacher Education; Educational Attainment; Early Childhood Education; Preschool Teachers; Teacher Student Relationship; Correlation; Employment Qualifications; Observation; Questionnaires; Training; Workshops; Regression (Statistics); Statistical Analysis; Portugal + Suchen Sie Ihr Suchwort? Ausland; Lehrqualifikation; Interaktion; Infant; Toddler; Toddlers; Kleinkind; Frühe Kindheit; Lehrerausbildung; Lehrerbildung; Bildungsabschluss; Bildungsgut; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Beobachtung; Fragebogen; Ausbildung; Lernwerkstatt; Schulung; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Recent research has shown that caregiver education and training can be important in determining levels of quality in early childhood, but has mainly considered the education and training of the lead teacher. In infant child care, however, classrooms have more than one caregiver with varying levels of education and in Portugal it is less common to have a qualified teacher exclusively assigned to infant classrooms. This study examines the quality of caregiver-child interactions in infant classrooms and its association with caregiver qualifications and training, specifically the level of pre-service education and in-service training of the lead caregiver, whether she is exclusively assigned to an infant classroom or to more classrooms, and the pre-service education of the multiple caregivers in the classroom. Participants were 90 infant classrooms from Porto, Portugal. The CLASS-Infant was used to measure quality of caregiver-infant interactions. Classrooms with one lead caregiver holding at least a bachelor's degree, whether exclusively assigned to the infant classroom or not, showed higher levels of quality. Few effects were found for in-service training. Results suggest that lead teachers with pre-service education in early childhood are likely to play an important role not only directly by interacting with children but also indirectly through team work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01