Using a Group-Centered Approach to Observe Interactions in Early Childhood Education

Autor/inn/en	van Schaik, Saskia D. M.; Leseman, Paul P. M.; de Haan, Mariëtte
Titel	Using a Group-Centered Approach to Observe Interactions in Early Childhood Education
Quelle	In: Child Development, 89 (2018) 3, S.897-913 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12814
Schlagwörter	Classroom Observation Techniques; Play; Cooperative Learning; Educational Quality; Interpersonal Competence; Cognitive Ability; Foreign Countries; Child Care; Early Childhood Education; Structural Equation Models; Preschool Children; Prediction; Group Dynamics; Netherlands + Suchen Sie Ihr Suchwort? Spiel; Kooperatives Lernen; Quality of education; Bildungsqualität; Interpersonale Kompetenz; Denkfähigkeit; Ausland; Kinderfürsorge; Kinderbetreuung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Vorhersage; Gruppendynamik; Niederlande
Abstract	This study examined the value of using a group-centered approach to evaluate process quality of early childhood education and care (ECEC). Is observed support of group processes a different aspect of classroom quality, and does it predict children's collaborative play in ECEC in the Netherlands? In two play situations, 37 teachers and 120 two- to four-year-old children were observed with the Classroom Assessment Scoring System (CLASS) Toddler and two new measures. In a two-level structural equation model, teachers' support of group processes was positively related to the CLASS domains and to children's collaborative play, over and above the effect of children's cognitive ability and social competence. These findings suggest that ECEC quality evaluation could be enriched by adding group-centered indicators of classroom quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01