At the heart of child care: Predictors of teacher sensitivity in center-based child care

Gerber, Emily; Whitebook, Marcy; Weinstein, Rhona S.

doi:10.1016/j.ecresq.2006.12.003

Cited by 95 publications

(45 citation statements)

References 50 publications

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“…We know that caregiver training and education is fundamental to caregivers' ability to foster highquality interactions with children in their care (e.g., Burchinal et al, 2002;Gerber, Whitebook, & Weinstein, 2007;Howes et al, 1998;Howes, James, & Ritchie, 2003); however, little is known about training caregivers how to be insightful with children in their care. Unlike traditional supervision and training, which tends to focus on monitoring and evaluation and teaching childcare providers about child development, reflective supervision and training practices may offer a new way to train caregivers to be insightful.…”

Section: Reflective Supervision and Trainingmentioning

confidence: 99%

Supervision and training in child care: Does reflective supervision foster caregiver insightfulness?

Virmani

Ontai

2010

Infant Mental Health Journal

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The goal of this study was to explore the effects of reflective and traditional supervision and training on caregiver insightfulness. Caregiver insightfulness, or caregiver ability to understand "motives underlying the child's behavior in a complete, open, and accepting way" (D. Oppenheim, D. Goldsmith, & N. Koren-Karie, 2004, p. 352) was assessed at two time points with 21 new caregivers at two universitybased childcare sites. Trends suggest that caregiver insightfulness was relatively stable while increased levels of components of caregiver insightfulness over a period of approximately 2.5 months were positively associated with reflective supervision and training. These findings suggest that encouraging caregivers to reflect on their interactions with the children in their care fosters caregivers' ability to see from the child's perspective in an open and accepting way.RESUMEN: El objetivo de este estudio fue el de explorar los efectos de la supervisión y el entrenamiento reflexivo y tradicional sobre la intuitiva comprensión de prestar cuidado. Esta intuitiva comprensión de quien presta el cuidado, o la habilidad de quien presta cuidado para comprender "los motivos de la conducta del niño de una manera completa, abierta y aceptada" ) fue evaluada en dos momentos temporales con 21 personas nuevas en sus funciones de prestar cuidados y 2 lugares de cuidado infantil localizados en una universidad. Las nuevas corrientes sugieren que la intuitiva comprensión de quien presta el cuidado era relativamente estable, mientras que el aumento de los niveles de componentes de la comprensión intuitiva de quien presta cuidado en un período aproximado de dos meses y medio fueron positivamente asociados con la supervisión y el entrenamiento reflexivos. Estos resultados sugieren que animar a quienes prestan cuidado a reflexionar sobre sus interacciones con los niños cuando los cuidan, promueve la habilidad de quienes prestan cuidado de mirar desde la perspectiva del niño de una manera abierta y de aceptación.This research was, in part, supported by principal author's Zolk Fellowship. Portions of this study were submitted in partial fulfillment of requirements for a Master of Science degree awarded to the first author.

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Section: Reflective Supervision and Trainingmentioning

confidence: 99%

Supervision and training in child care: Does reflective supervision foster caregiver insightfulness?

Virmani

Ontai

2010

Infant Mental Health Journal

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“…Validating ECCOM In Primary School 8 related to the quality of their early childhood classroom (Gerber, Whitebook, & Weinstein, 2007) and the level of emotional support given to children by them in primary school (NICHD ECCRN, 2002, 2005, while other studies have failed to confirm this finding (Early et al, 2007;Pianta et al, 2005).…”

Section: Observational Studies In Classroomsmentioning

confidence: 60%

Validating the early childhood classroom observation measure in first and third grade classrooms

Tang

Pakarinen

Lerkkanen

et al. 2016

Scandinavian Journal of Educational Research

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The present study reports on the psychometric properties of the Early Childhood Classroom Observation Measure (ECCOM) in Finnish and Estonian first and third grade classrooms.The observation data were collected from 91 first grade teachers (32 from Finland, 59 from Estonia); and 70 third grade teachers (33 from Finland, 37 from Estonia). Teachers also selfrated variables, such as curriculum goals, their teaching experience and the classroom size.The results of confirmatory factor analysis (CFA) provided evidence which supported use of the three-factor model (Management, Climate, and Instruction) for each dimension that is, child-centred, teacher-directed and child-dominated, in both grades. The reliability of the dimensions and sub-scales was good, and some evidence was also found for criterion validity.The findings imply that ECCOM is thus a reliable and valid instrument for measuring teaching practices in primary school.Keywords: teaching practice, child-centred classroom, teacher-directed classroom, child- An increasing amount of empirical research has indicated that teaching practices in preschool, kindergarten and the early years of school can play a significant role in student achievement later on (e.g., Hamre & Pianta, 2001;Pressley et al., 2003). However, much of what we know about classroom practices in schools comes from surveys and one-on-one standardised assessments (e.g., Flowers & Hancock, 2003;Ireson, Blatchford, & Joscelyne, 1995;Kiuru et al., 2012). The problem with those measures is that they lean heavily on selfreports from teachers and/or students, which means that they have the tendency to be biased.Consequently, it has been suggested that there is a need to find more concrete indicators of classroom practices through more effective classroom observation (e.g., Hamre & Pianta, 2005;La Paro, Pianta, & Stuhlman, 2004). What needed are observational methods that take into account the instructional and organisational choices that teachers make to create the classroom climate (e.g., Pianta, La Paro, & Hamre, 2008;Stipek & Byler, 2004). One such observational method is the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2005). However, previous studies on ECCOM have some limitations. First, it has so far been almost exclusively used in preschool and kindergarten (e.g., Lerkkanen et al., 2012b;Rao, Sun, Zhou, & Zhang, 2012;Yen & Ispa, 2000). Although there are a few studies (Kikas, Peets, & Hodegs, 2014;Lerkkanen, Kikas, Pakarinen, Poikonen, & Nurmi, 2013;Perry, Donohue, & Weinstein, 2007) which have used it in the first grade classrooms, there are no studies which have investigated the reliability and validity of ECCOM later on in primary school grades. Second, the age that children start kindergarten and primary school vary from one country to another. For example, first-graders in Finland and Estonia are somewhat older than first-graders in U.S., where the instrument was developed. Third, to develop observational instruments information is always needed on the appli...

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“…As a result, research has shown that programs, like FRIENDS, may not be implemented as effectively or stressed educators are likely to interact with students in ways that undermine the positive effects of delivering the program (Gerber, Whitebook, & Weinstein, 2007;Yoon, 2008). In schools serving students from low socioeconomic backgrounds class sizes are likely to be substantially higher and have more students who exhibit emotional and behavioural difficulties, both of which combine to make teachers' work more challenging and stressful, which may negatively affect the quality of education all the students receive (Cortina et al, 2013).…”

Section: Content Of Each Session Sessionmentioning

confidence: 99%

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

Iizuka

Barrett

Gillies

et al. 2015

AJTE

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At the heart of child care: Predictors of teacher sensitivity in center-based child care

Cited by 95 publications

References 50 publications

Supervision and training in child care: Does reflective supervision foster caregiver insightfulness?

Supervision and training in child care: Does reflective supervision foster caregiver insightfulness?

Validating the early childhood classroom observation measure in first and third grade classrooms

Preliminary Evaluation of the FRIENDS for Life Program on Students’ and Teachers’ Emotional States for a School in a Low Socio-Economic Status Area

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