Teacher-Child Interaction Quality as a Function of Classroom Age Diversity and Teachers' Beliefs and Qualifications

Autor/inn/en	Ansari, Arya; Pianta, Robert C.
Titel	Teacher-Child Interaction Quality as a Function of Classroom Age Diversity and Teachers' Beliefs and Qualifications
Quelle	In: Applied Developmental Science, 23 (2019) 3, S.294-304 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansari, Arya) ORCID (Pianta, Robert C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2018.1439749
Schlagwörter	Teacher Student Relationship; Interaction; Classroom Environment; Teacher Qualifications; Beliefs; Preschool Teachers; Early Childhood Teachers; Young Children; Teaching Experience; Educational Quality; Age Groups; Student Diversity; School Schedules; Faculty Development; North Carolina (Charlotte); Illinois (Chicago); Ohio (Columbus); Ohio (Dayton); Connecticut (Hartford); Tennessee (Memphis); New York (New York); Rhode Island; California (Stockton) + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; Lehrqualifikation; Belief; Glaube; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Quality of education; Bildungsqualität; Age grop; Altersgruppe; Schulzeiteinteilung
Abstract	Data from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood classrooms with greater age diversity within a school year and who experienced an increase in age diversity across years exhibited less optimal teacher-child interactions. The negative effects of age diversity for teacher-child interactions were only noticeable among teachers with fewer years of education and experience, and among teachers whose views of children were less child-centered. When taken together, results indicate that closer attention should be paid to the consequences of classroom age diversity in preschool and that a multi-year perspective on teachers' classroom experiences would allow for a more nuanced understanding of the quality of teacher-child interactions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01