Examining the Role of Teacher Presence and Scaffolding in Preschoolers' Peer Interactions

Autor/inn/en	Acar, Ibrahim H.; Hong, Soo-Young; Wu, ChaoRong
Titel	Examining the Role of Teacher Presence and Scaffolding in Preschoolers' Peer Interactions
Quelle	In: European Early Childhood Education Research Journal, 25 (2017) 6, S.866-884 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2017.1380884
Schlagwörter	Preschool Teachers; Preschool Children; Peer Relationship; Interaction; Teacher Influence; Correlation; Teacher Behavior; Student Behavior; Socialization; Observation; Play; Proximity; Coding; Expressive Language; Questionnaires; Pictorial Stimuli; Vocabulary; Tests; Achievement Tests; Regression (Statistics); Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Peer-Beziehungen; Interaktion; Korrelation; Teacher behaviour; Lehrerverhalten; Student behaviour; Schülerverhalten; Socialisation; Sozialisation; Beobachtung; Spiel; Lebensnähe; Codierung; Programmierung; Fragebogen; Fantasieanregung; Wortschatz; Examination; Prüfung; Examen; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Regression; Regressionsanalyse
Abstract	The current study aimed to examine the associations between teacher presence and social scaffolding and preschool children's peer interactions. Using a time sampling method, peer interactions of 22 four- and five-year-old preschoolers (12 girls; M[subscript age] = 52.95 months) and teacher behavior were observed on two different days during various classroom activities in seven public preschool classrooms. Eco-behavioral analyses revealed that (a) teacher presence was negatively associated with positive peer interactions; (b) teacher absence was positively associated with negative peer interactions; (c) positive change of peer interactions was more likely to occur when the teacher was present; (d) children showed more positive peer interactions during child-directed activities than during adult-directed activities or daily routines and transitions; and (e) teacher's social scaffolding was positively associated with children's positive peer interactions although it occurred only for 3.61% of the intervals during which the teacher was in close proximity to children. In addition, although the likelihood for children's positive interaction was over 2 times higher in child-directed activities in comparison to adult-directed activities, teacher presence still seems very important for inhibiting negative peer interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01