Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings

Autor/inn/en	Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E.
Titel	Observations of Children's Interactions with Teachers, Peers, and Tasks across Preschool Classroom Activity Settings
Quelle	In: Early Education and Development, 23 (2012) 4, S.517-538 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2010.548767
Schlagwörter	Teacher Behavior; Conflict; Preschool Children; Scoring; Gender Differences; Teacher Student Relationship; Peer Relationship; Preschool Teachers; Observation; Student Behavior; Time on Task; Interaction; Recess Breaks; Group Activities + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Konflikt; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bewertung; Geschlechterkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Erzieher; Erzieherin; Kindergärtnerin; Beobachtung; Student behaviour; Schülerverhalten; Zeitaufwand; Interaktion; Aktive Pause; Gruppenaktivität
Abstract	Research Findings: This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. A total of 145 children were observed for an average of 80 min during 8 occasions across 2 days using the Individualized Classroom Assessment Scoring System, an observational measure that conceptualizes behavior into teacher, peer, task, and conflict interactions. Findings indicated that on average children's interactions with teachers were higher in teacher-structured settings, such as large group. On average, children's interactions with peers and tasks were more positive in child-directed settings, such as free choice. Children experienced more conflict during recess and routines/transitions. Finally, gender differences were observed within small group and meals. Practice or Policy: These findings might encourage teachers to be thoughtful and intentional about what types of support and resources are provided so children can successfully navigate the demands of particular settings. These findings are not meant to discourage certain teacher behaviors or imply the value of certain classroom settings; instead, by providing an evidence-based picture of the conditions under which children display the most positive interactions, they can make teachers more aware of choices within these settings and assist powerfully in professional development and interventions. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10