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Teacher Emotional Support in Relation to Social Competence in Preschool Classrooms
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Pakarinen, Eija; Lerkkanen, Marja-Kristiina; von Suchodoletz, Antje – International Journal of Research & Method in Education, 2020
The present study aimed to investigate the associations between teachers' observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children's…
Descriptors: Preschool Children, Emotional Response, Classroom Environment, Preschool Teachers
Who's in Charge? Child Behavior Predicts Teacher Subsequent Classroom Management Practice for Preschoolers Reported to Display Disruptive Behavior
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Williford, Amanda P.; Vitiello, Virginia E. – School Psychology, 2020
Most research examining teacher-child interactions focuses on how aspects of the teacher influence children's skills and development. However, teachers report that children who display disruptive behaviors negatively impact their practice. In this study, we examined the within-day reciprocal associations between teachers' interaction quality at…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Examination of Teacher-Child Interactions in Early Childhood Education Programmes in the United Arab Emirates
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von Suchodoletz, Antje; Barza, Lydia; Larsen, Ross A. A. – International Journal of Early Years Education, 2020
Teacher-child interactions provide an important context for children's development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher-child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher-child interactions and child outcomes.…
Descriptors: Foreign Countries, Teacher Student Relationship, Interaction, Kindergarten
Teacher-Child Interaction Quality Buffers Negative Associations between Challenging Behaviors in Preschool Classroom Contexts and Language and Literacy Skills
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Bulotsky Shearer, Rebecca J.; Bichay-Awadalla, Krystal; Bailey, Jhonelle; Futterer, Jenna; Qi, Cathy Huaqing – Topics in Early Childhood Special Education, 2020
Guided by an ecological model, we tested whether teacher-child interaction quality buffered the negative associations between challenging behavior within preschool classroom contexts and language and literacy skills. Associations were examined for a sample of children enrolled an urban Head Start program (N = 304 children across 53 classrooms).…
Descriptors: Teacher Student Relationship, Interaction, Behavior Problems, Student Behavior
Influences of Teacher-Child Relationships and Classroom Social Management on Child-Perceived Peer Social Experiences during Early School Years
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Chen, Jing; Jiang, Hui; Justice, Laura M.; Lin, Tzu-Jung; Purtell, Kelly M.; Ansari, Arya – Grantee Submission, 2020
Interactions with teachers and peers are critical for children's social, behavioral, and academic development in the classroom context. However, these two types of interpersonal interactions in the classroom are usually pursued via separate lines of inquiries. The current study bridges these two areas of research to examine the way in which…
Descriptors: Teacher Student Relationship, Peer Influence, Peer Relationship, Preschool Children