Exploring the Relationship Between Global Quality and Group Engagement in Toddler Child Care Classrooms

Hooper, Alison; Hallam, Rena A.

doi:10.1080/02568543.2016.1273287

Cited by 10 publications

(8 citation statements)

References 22 publications

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“…Barton & Tomasello, 1991). Such conversations and interactions can facilitate toddlers' well-being, group togetherness, language and cognitive development, feeling of security and learning about different themes and how to interact with adults and peers (Grøver Aukrust & Snow, 1998;Blum-Kulka et al, 2004;Ehrlich & Blum-Kulka, 2010;Hooper & Hallam, 2017;Ridley et al, 2000;Snow & Beals, 2006;Ødegaard, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…Engagement in interactions is regarded as important for children's experiences in childcare (Hooper & Hallam, 2017;Ridley, McWilliam, & Oates, 2000). Research in Norwegian toddler groups has reported that some children have limited contact with their caregivers and peers and seem to be unengaged and lonely (Eide & Winger, 2018).…”

Section: Engagement and Joint Attentionmentioning

confidence: 99%

“…Research in Norwegian toddler groups has reported that some children have limited contact with their caregivers and peers and seem to be unengaged and lonely (Eide & Winger, 2018). Children's engagement seems to vary among classrooms, and higher levels of engagement are found in high-quality classrooms (Eide & Winger, 2018;Hooper & Hallam, 2017;Raspa, McWilliam, & Maher Ridley, 2001;Ridley et al, 2000).…”

Section: Engagement and Joint Attentionmentioning

confidence: 99%

“…The study was grounded on research indicating that toddlers' engagement in interactions is associated with high-quality care provision and is essential for their wellbeing, learning and social and cognitive development in ECEC (see Hooper & Hallam, 2017). Due to the asymmetric relationships between caregivers and children, caregivers are assumed to have responsibility for children's opportunities to participate in interactions.…”

Section: Preconceptions and Research Questionsmentioning

confidence: 99%

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Engaging toddlers in interactions during meals: group-related joint attention

Os¹

2019

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Knowledge on how caregivers engage and interact with groups of toddlers in childcare settings is limited. Practice in toddler care is often based on individual approaches even though childcare is a group setting. This study focused on how caregivers created joint attention with toddlers in 12 groups during mealtimes. The results showed that some caregivers took the lead and engaged their groups in sustained joint attention episodes. The children in these groups seemed to be engaged in interactions that involved multiple children and had a rich variety of content. Other caregivers seemed unengaged, and their groups had few, brief interactions that mostly did not meet the criteria for joint attention. In these groups, the interactions largely consisted of rules and regulations. Keywords: Caregiver-toddler interactions, group-related joint attention, mealtimes, toddler childcare

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Section: Discussionmentioning

confidence: 99%

Section: Engagement and Joint Attentionmentioning

confidence: 99%

Section: Engagement and Joint Attentionmentioning

confidence: 99%

Section: Preconceptions and Research Questionsmentioning

confidence: 99%

See 2 more Smart Citations

Engaging toddlers in interactions during meals: group-related joint attention

Os¹

2019

nbf

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“…One line of critique claims that ITERS-R is too global or general to deal in any depth with the specific aspects the items investigate (Dickinson, 2006; Fenech, 2011; Fenech et al, 2010; Hallam, Fouts, Bargreen, & Caudle, 2009). In particular, the scale is criticized for being superficial concerning qualities in adult–child interaction (Bisceglia et al, 2009; Fenech, 2011; Helmerhorst et al, 2014; Hooper, 2013). Os and Bjørnestad (2016) broaden this critique to also include the support for peer interactions.…”

Section: The Infant/toddler Environment Rating Scale – Revisedmentioning

confidence: 99%

Music education through the lens of ITERS-R: Discussing results from 206 toddler day care groups

Vist

2019

Research Studies in Music Education

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This article presents results from a large-scale Norwegian study that examines the quality of early childhood education and care, using the research tool ITERS-R. Although ITERS-R consists of 39 items, this article focuses solely on results within music education in Item 18: Music and movement. According to ITERS-R, results from 206 toddler day care groups reveal that the quality of music education in Norwegian day care is low. Our in-depth study of a single item reveals that a lack of musical toys and instruments is what yields such a low score. The quality of singing and the use of recorded music, however, scores better. These results point to a music education philosophy in ITERS-R that diverges somewhat from contemporary music education philosophies and curricula. The article therefore also discusses some potential consequences of this difference.

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Affective Relationships in Flow of Time and Space

Quiñones

Ridgway

2021

Affective Early Childhood Pedagogy for Infant-Toddlers

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Exploring the Relationship Between Global Quality and Group Engagement in Toddler Child Care Classrooms

Cited by 10 publications

References 22 publications

Engaging toddlers in interactions during meals: group-related joint attention

Engaging toddlers in interactions during meals: group-related joint attention

Music education through the lens of ITERS-R: Discussing results from 206 toddler day care groups

Affective Relationships in Flow of Time and Space

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