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Direct linkMontoya, María F.; Susperreguy, María Inés; Morrison, Frederick J. – Early Education and Development, 2023
Teachers' scaffolding behaviors support children's self-regulation skills in the classroom. However, little evidence is available regarding the presence of self-regulation scaffolding behaviors in preschool teachers, and how they vary throughout the year and in different learning experiences. Less is known about these behaviors in Latin American…
Descriptors: Self Management, Scaffolding (Teaching Technique), Teacher Behavior, Preschool Teachers
Pianta, Robert C.; Whittaker, Jessica E.; Vitiello, Virginia; Ansari, Arya; Ruzek, Erik – Early Education and Development, 2018
Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure to instructional content. Practice or Policy: Results from this investigation revealed that children…
Descriptors: Preschool Education, Suburban Schools, Public Schools, Educational Opportunities
Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E. – Early Education and Development, 2018
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Sawyer, Brook; Atkins-Burnett, Sally; Sandilos, Lia; Scheffner Hammer, Carol; Lopez, Lisa; Blair, Clancy – Early Education and Development, 2018
Research Findings: This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low income and/or dual language learners (DLLs) experience in their classrooms and (b) examine whether differences exist in children's language experiences based on children's DLL status and level of…
Descriptors: Interaction, Low Income Groups, Student Diversity, Language Usage
Solari, Emily J.; Zucker, Tricia A.; Landry, Susan H.; Williams, Jeffrey M. – Early Education and Development, 2016
With increased demand for improved early childhood education services, it is important to better understand the essential professional development resources that have the greatest impact on both teacher and child outcomes. This study compared the effectiveness of two teacher-training models in bilingual Migrant and Seasonal Head Start and Head…
Descriptors: Faculty Development, Preschool Teachers, Early Childhood Education, Training Methods
Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E. – Early Education and Development, 2012
Research Findings: This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. A total of 145 children were observed for an average of 80 min during 8 occasions across 2 days using the Individualized…
Descriptors: Teacher Behavior, Conflict, Preschool Children, Scoring
Peer reviewedWilcox-Herzog, Amanda – Early Education and Development, 2002
Examined the link between early childhood teacher beliefs measured through a self-report questionnaire and behaviors assessed with four observational measures via videotape. Found that there was no relationship between teachers' beliefs and actions. When teachers had more experience with children, they were less sensitive. Early childhood teaching…
Descriptors: Beliefs, Early Childhood Education, Observation, Preschool Education
