Examination of Teacher-Child Interactions in Early Childhood Education Programmes in the United Arab Emirates

Autor/inn/en	von Suchodoletz, Antje; Barza, Lydia; Larsen, Ross A. A.
Titel	Examination of Teacher-Child Interactions in Early Childhood Education Programmes in the United Arab Emirates
Quelle	In: International Journal of Early Years Education, 28 (2020) 1, S.6-21 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0966-9760
DOI	10.1080/09669760.2019.1594720
Schlagwörter	Foreign Countries; Teacher Student Relationship; Interaction; Kindergarten; Preschool Teachers; Preschool Children; Stress Variables; Behavior; Physiology; Teaching Experience; Correlation; Emotional Development; Student Behavior; Classroom Environment; Behavior Modification; United Arab Emirates; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Physiologie; Korrelation; Gefühlsbildung; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Behaviour modification; Verhaltensänderung; Vereinigte Arabische Emirate
Abstract	Teacher-child interactions provide an important context for children's development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher-child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher-child interactions and child outcomes. Teacher-child interactions were observed in 60 kindergarten classrooms using the Classroom Assessment Scoring System, for the first time with this population. Pre-academic skills (letter and number knowledge), behavioural regulation (assessed with the Head-Toes-Knees-Shoulders task), and stress response physiology (assessed with salivary cortisol levels) were measured in a sample of 115 five-year-old children, recruited from 22 of the 60 classrooms. Results provided moderate evidence for a three-domain structure of teacher-child interactions. Some differences in the quality of teacher-child interactions were related to teachers' years of experience. Correlational findings suggest links between quality of emotional support with children's pre-academic skills and behavioural regulation. Results are also discussed in relation to similar international studies to highlight any unique findings to the UAE context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01