دورية أكاديمية
Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start?
| العنوان: | Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start? |
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| اللغة: | English |
| المؤلفون: | Choi, Ji Young, Horm, Diane, Jeon, Shinyoung, Ryu, Dahyung |
| المصدر: | Early Education and Development. 2019 30(3):337-356. |
| الإتاحة: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| تاريخ النشر: | 2019 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers, Early Intervention, Infants, Toddlers, Emotional Development, Social Development, Self Control, Learner Engagement, Classroom Environment, Child Care Centers, Family Characteristics, Behavior Problems, Interpersonal Competence, Child Behavior |
| Assessment and Survey Identifiers: | Head Start Family and Child Experiences Survey, Peabody Picture Vocabulary Test |
| DOI: | 10.1080/10409289.2018.1546096 |
| تدمد: | 1040-9289 |
| مستخلص: | Research Findings: This study examined whether children's outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher--child interactions. This study further explored potential interaction effects between stability of care and teacher-child interactions in predicting child outcomes. Three main results were found from secondary analyses of the recently released EHS longitudinal data set the EHS Family and Child Experiences Study (Vogel & Boller, 2009-2012). First, children who had stability of care (no teacher change) were rated as having fewer behavior problems and higher social competence. Second, children were rated as demonstrating better orientation/engagement and emotional regulation when they were in EHS classrooms observed to have higher emotional and behavioral support. Third, teacher-child interactions that are emotionally and behaviorally supportive may mitigate the potential drawbacks of experiencing instability of care on early social-emotional development. Study implications are discussed. Practice or Policy: Both stability and quality teacher-child interactions are important in center-based infant and toddler care, and ensuring quality teacher-child interactions is particularly important for children who experience teacher changes during their infant and toddler years. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| رقم الأكسشن: | EJ1210075 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1040-9289 |
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| DOI: | 10.1080/10409289.2018.1546096 |