Children's Initiations and Teachers' Responses in Regular Preschool Classrooms in Taiwan

Autor/in	Tseng, Shu Hsien
Titel	Children's Initiations and Teachers' Responses in Regular Preschool Classrooms in Taiwan
Quelle	In: Infants and Young Children, 28 (2015) 3, S.281-291 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-3746
DOI	10.1097/IYC.0000000000000040
Schlagwörter	Foreign Countries; Child Behavior; Developmental Delays; Preschool Education; Preschool Children; Comparative Analysis; Teacher Student Relationship; Interaction; Video Technology; Correlation; Teacher Behavior; Student Behavior; Responses; Preschool Teachers; Early Childhood Education; Multiple Regression Analysis; Statistical Significance; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Entwicklungsverzögerung; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Korrelation; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Erzieher; Erzieherin; Kindergärtnerin; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik
Abstract	This study investigates teacher responses in Taiwan to children's initiations in regular classrooms and the differences between children with and without developmental delays. The sample consisted of 107 teacher-child dyads, including 53 children with developmental delays and 54 typically developing peers. Teacher-child interactions were videotaped during group activities. The results indicated that children with developmental delays initiated interactions as much as their typical peers and that teachers reciprocated to both groups with similar degrees of responsiveness. Children's initiations were positively and significantly associated with teachers' responses, regardless of the presence of the social intent. Based on the multiple regression analysis, 23.1% of the initiation variance was accounted for, which was statistically significant. This study provides evidence of the impact of teachers' responsiveness on children's initiations and suggests the need for early childhood teachers to increase their levels of responsiveness to children's initiations. (As Provided).
Anmerkungen	Lippincott Williams & Wilkins. Available from: Wolters Kluwer. 351 West Camden Street, Baltimore, MD 21201. Tel: 800-638-3030; e-mail: MR-WKCustomerSupport@wolterskluwer.com; Web site: http://www.lww.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01