Examining Variation in the Quality of Instructional Interaction across Teacher-Directed Activities in Head Start Classrooms

Autor/inn/en	Kook, Janna Fuccillo; Greenfield, Daryl B.
Titel	Examining Variation in the Quality of Instructional Interaction across Teacher-Directed Activities in Head Start Classrooms
Quelle	In: Journal of Early Childhood Research, 19 (2021) 2, S.128-144 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Kook, Janna Fuccillo) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-718X
DOI	10.1177/1476718X20942956
Schlagwörter	Early Intervention; Preschool Education; Preschool Teachers; Interaction; Preschool Children; Teacher Student Relationship; Low Income Students; Learning Activities; Science Activities; Story Reading; Classroom Environment; Mathematics Activities; Group Activities; Urban Areas; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Pre-school education; Vorschulerziehung; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschule; Interaktion; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Lernaktivität; Klassenklima; Unterrichtsklima; Gruppenaktivität; Urban area; Stadtregion
Abstract	High-quality instructional interaction, in which teachers engage children in conversations that support the development of higher order thinking skills, conceptual understanding, and advanced language skills, is associated with positive outcomes for preschool children. Classrooms serving low-income preschoolers tend to have lower levels of this kind of instruction and yet research suggests that it may be particularly important for these children. The aim of this study was to examine variation in the quality of instructional interactions in Head Start classrooms across different types of teacher-directed activities. Twenty-four Head Start classrooms were observed across four activity types (circle time, math activities, science activities, and storybook reading), and quality of instructional interaction was assessed using the Instructional Support domain of the Classroom Assessment Scoring System. Science activities and storybook reading were associated with higher quality instructional interaction compared with circle time, controlling for teacher characteristics and classroom contextual factors. Math activities were not associated with higher quality instructional interaction compared with circle time. Science and storybook reading may be natural entry points for supporting higher quality instructional interaction in Head Start classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01