Teacher-Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness

Autor/inn/en	Goble, Priscilla; Pianta, Robert C.
Titel	Teacher-Child Interactions in Free Choice and Teacher-Directed Activity Settings: Prediction to School Readiness
Quelle	In: Early Education and Development, 28 (2017) 8, S.1035-1051 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goble, Priscilla) ORCID (Pianta, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2017.1322449
Schlagwörter	Teaching Methods; School Readiness; Preschool Teachers; Preschool Children; Low Income Groups; Teacher Student Relationship; Interaction; Observation; Decision Making; Learning Activities; Inhibition; Self Control; Language Acquisition; Emergent Literacy; Language Skills; Correlation; Early Intervention; Randomized Controlled Trials; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Statistical Analysis; Peabody Picture Vocabulary Test; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Beobachtung; Decision-making; Entscheidungsfindung; Lernaktivität; Hemmung; Selbstbeherrschung; Sprachaneignung; Spracherwerb; Frühleseunterricht; Language skill; Sprachkompetenz; Korrelation; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	Research Findings: This article examines whether time spent in free choice and teacher-directed activity settings within preschool was associated with indicators of school readiness and the extent to which children's learning was associated with the quality of teachers' behavior within these settings. Participants were 325 preschool teachers and 1,407 children from low-income backgrounds. Teacher-child interactions were measured in multiple cycles across 1 day of classroom observation within teacher-organized free choice and teacher-directed activity settings. The overall proportion of class time spent in free choice was positively related to children's average gains in inhibitory control, whereas class time spent in teacher-directed activities predicted gains in language development and early literacy skills. And more effective teacher-child interactions within the free choice setting were significantly related to children's average gains in language development and early literacy skills. Practice or Policy: Findings confirm that both free choice and teacher-directed settings in early education classrooms can be assets for children's learning; however, the value of time in child-managed activities is partially dependent on teachers' behavior with children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01