Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start?

Autor/inn/en	Choi, Ji Young; Horm, Diane; Jeon, Shinyoung; Ryu, Dahyung
Titel	Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start?
Quelle	In: Early Education and Development, 30 (2019) 3, S.337-356 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1546096
Schlagwörter	Teacher Student Relationship; Interaction; Preschool Children; Preschool Teachers; Early Intervention; Infants; Toddlers; Emotional Development; Social Development; Self Control; Learner Engagement; Classroom Environment; Child Care Centers; Family Characteristics; Behavior Problems; Interpersonal Competence; Child Behavior; Head Start Family and Child Experiences Survey; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Infant; Toddler; Toddlers; Kleinkind; Infants; Gefühlsbildung; Soziale Entwicklung; Selbstbeherrschung; Klassenklima; Unterrichtsklima; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Interpersonale Kompetenz
Abstract	Research Findings: This study examined whether children's outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher--child interactions. This study further explored potential interaction effects between stability of care and teacher-child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009-2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher-child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher-child interactions are important in center-based infant and toddler care, and ensuring quality teacher-child interactions is particularly important for children who experience teacher changes during their infant and toddler years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01