Teacher-Child Interactions in the Classroom: Toward a Theory of within- and Cross-Domain Links to Children's Developmental Outcomes

Autor/inn/en	Downer, Jason; Sabol, Terri J.; Hamre, Bridget
Titel	Teacher-Child Interactions in the Classroom: Toward a Theory of within- and Cross-Domain Links to Children's Developmental Outcomes
Quelle	In: Early Education and Development, 21 (2010) 5, S.699-723 (25 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	Feedback (Response); Teacher Effectiveness; Preschool Children; Educational Experience; Social Development; Teacher Student Relationship; Interaction; Classroom Environment; Early Childhood Education; Preschool Teachers; Teacher Role; Emotional Development; Teacher Characteristics; Student Characteristics; Cultural Influences; Family Influence; Competence + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Bildungserfahrung; Soziale Entwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Klassenklima; Unterrichtsklima; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Erzieher; Erzieherin; Kindergärtnerin; Lehrerrolle; Gefühlsbildung; Cultural influence; Kultureinfluss; Kompetenz
Abstract	Research Findings: Effective teaching in early childhood (EC) care and education settings requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement intentionally directed to ensure children's learning and embedded within a classroom environment that is not overly structured or regimented. These aspects of instruction and interaction uniquely predict gains in young children's literacy, language, and social development, effectively contributing to closing gaps in performance between low- and high-risk children. Less clear is an articulation of the ways in which various types of teacher-child interactions within EC settings independently "and" in combination contribute to children's development. Practice or Policy: In this article, we argue that conceptualizing this system of contextual inputs and developmental outputs in a purely aligned way (e.g., social inputs [right arrow] social development; instructional inputs [right arrow] academic development) constrains understanding of both the pathways through which educational experience may influence development as well as the basic processes that may integrate developmental change in what appear to be phenotypically different outcome domains (e.g., social, self-regulatory, academic). (Contains 2 figures.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10