Teachers' Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms

Autor/inn/en	Granger, Kristen L.; Hanish, Laura D.; Abry, Tashia; DeLay, Dawn; Bradley, Robert H.
Titel	Teachers' Depressive Symptoms and Teacher-Child Conversation Quality in Early Childhood Classrooms
Quelle	In: Early Education and Development, 34 (2023) 8, S.1850-1871 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2023.2229714
Schlagwörter	Depression (Psychology); Teacher Characteristics; Early Childhood Teachers; Young Children; Interpersonal Communication; Teacher Student Relationship; Context Effect; Classroom Environment; Social Services; Federal Programs; Low Income Students; Center for Epidemiologic Studies Depression Scale + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Interpersonale Kommunikation; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenklima; Unterrichtsklima; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	Research Findings: We examined whether Head Start teachers' depressive symptoms are associated with their engagement in high-quality conversations with children, and we considered the extent to which this association is consistent across classroom contexts and activities. Observations of Head Start teachers' conversations with children were conducted using a teacher-focal coding system and teachers reported on depressive symptoms. Generalized estimating equations were used to test study hypotheses. Teachers' depressive symptoms were negatively associated with the likelihood that a high-quality conversation would occur during an observation interval. The relation between teacher depressive symptoms and high-quality conversations was negative during both structured settings and free choice settings. This relation also remained negative during play (e.g. art, music) and routine (e.g. personal care, clean up) activities. However, the relation between teacher depressive symptoms and high-quality conversations was not significant during academic activities (e.g. math, books, language). Practice or Policy: Potential explanations, strengths and limitations, and implications for study results are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01