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Associations between Consistent and High-Quality Teacher-Child Interactions and Preschool Children's Self-Regulation and Activity in the Stress Response System
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Hatfield, Bridget E.; Finders, Jennifer K.; Zandbergen, Danielle L.; Lewis, Hillary – Early Education and Development, 2022
Research Findings: This study aims to understand the ways in which classroom-level teacher-child interaction quality is predictive of self-regulatory behavior and physiology. Specifically, we examine if high-quality and consistent behavioral and emotional support are related to preschool children's behavioral self-regulation, inhibitory control,…
Descriptors: Preschool Children, Teacher Student Relationship, Interaction, Self Control
Observations of Children's Task Activities and Social Interactions in Relation to Teacher Perceptions in a Child-Centered Preschool: Are We Leaving Too Much to Chance?
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Winsler, Adam; Carlton, Martha P. – Early Education and Development, 2003
This study assessed one center's interpretation of child-centered instruction in terms of children's daily activities, social affiliation, and classroom behavior. Staff interviews and classroom observations indicated that children: (1) spent less time engaging in focused learning activities; (2) sustained attention on one activity for smaller…
Descriptors: Child Behavior, Class Activities, Classroom Environment, Constructivism (Learning)
Early Childhood Education in Societal Context: Teachers in Three Countries Speak about Early Childhood Education.
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Carlson, Helen L.; And Others – Early Education and Development, 1997
Conducted in-depth interviews with early childhood teachers in Sweden, Russia, and United States as to their society's influence on early childhood education. Found differences in responses related to the macro-, meso-, and micro-levels of the societal system. Findings deepen understanding about multidimensional relationships between early…
Descriptors: Classroom Environment, Comparative Education, Cross Cultural Studies, Cultural Differences