Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators

Autor/inn/en	Duval, Stéphanie; Bouchard, Caroline; Lemay, Lise; Cantin, Gilles
Titel	Examination of the Quality of Interactions as Observed in Childcare Centers and Reported by Early Childhood Educators
Quelle	In: SAGE Open, 10 (2020) 2, (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Duval, Stéphanie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/2158244020932914
Schlagwörter	Teacher Student Relationship; Early Childhood Teachers; Child Care Centers; Young Children; Classroom Environment; Foreign Countries; Theory Practice Relationship; Classroom Techniques; Canada; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Child care facilities; Child care services; Kinderzentrum; Kinderbetreuung; Klassenklima; Unterrichtsklima; Ausland; Theorie-Praxis-Beziehung; Klassenführung; Kanada
Abstract	This study aimed to describe the quality of interactions between early childhood educators (ECEs) and children, as observed in childcare centers and as reported by early childhood educators (N = 15) working with 5 year-old children. To assess ECEs' practices related to the quality of these interactions as observed in childcare centers (theories-in-use), the Classroom Assessment Scoring System (CLASS) was used. This tool is structured around three domains: "emotional support," "group organization," and "instructional support." Semi-structured interviews were conducted with ECEs to collect data on their reported practices related to the quality of these interactions (espoused theories). The observational data showed that the quality of "emotional support" and "group organization" was average-to-high, and these domains were also most often referred to in the participants' comments. On the contrary, the quality of "instructional support" was rated average-to-low. Correspondingly, this domain was not often referred to in the participants' comments. These results are discussed in light of the tensions and gaps brought out between the ECEs' theories-in-use and espoused theories and lead to recommendations for professional development aimed at improving the quality of ECE-child interactions in childcare centers and, in particular, the instructional support provided therein. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01