Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting

Autor/inn/en	Coelho, Vera; Cadima, Joana; Pinto, Ana Isabel
Titel	Child Engagement in Inclusive Preschools: Contributions of Classroom Quality and Activity Setting
Quelle	In: Early Education and Development, 30 (2019) 6, S.800-816 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Coelho, Vera) ORCID (Cadima, Joana) ORCID (Pinto, Ana Isabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1591046
Schlagwörter	Inclusion; Preschool Children; Preschool Education; Students with Disabilities; At Risk Students; Play; Learner Engagement; Predictor Variables; Large Group Instruction; Teacher Student Relationship; Interaction; Learning Activities; Student Participation; Classroom Environment; Foreign Countries; Portugal; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Inklusion; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Spiel; Prädiktor; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Lernaktivität; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassenklima; Unterrichtsklima; Ausland
Abstract	Preschool process quality and activity setting are considered important aspects influencing child engagement. As such, it is important to understand how educational settings can promote engagement, particularly for children with disabilities and/or at risk. This observational study describes process quality and activity setting in inclusive preschools, analyzing its predictive role for child engagement. Participants were 184 children attending 39 preschools. Three groups of children, nested within classrooms, were considered: with disabilities (n = 45), at risk (n = 59), typically developing (n = 80). Child Observation in Preschool assessed engagement and activity setting; Classroom Assessment Scoring System assessed quality of teacher--child interactions. Research Findings: Results from multilevel regressions show that classroom emotional support and organization and more time in free play were positively predicting child engagement, whereas more time in whole group was a negative predictor of engagement. Besides these main effects, an interaction effect between child developmental functioning and activity settings was found. For at-risk children, more time in whole-group activities had greater negative effects on child engagement. For children with disabilities, more time in free-play had greater positive effects on child engagement. Practice or Policy: Results contribute to inform teachers regarding the importance of individualizing interactions and planning activity settings to promote engagement and participation in inclusive preschools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01