Observing Toddlers’ Individual Experiences in Classrooms: Initial Use of the Parenting Interactions With Children: Checklist of Observations Linked to Outcomes

Lippard, Christine N.; Riley, Katie L.; Hughes-Belding, Kere

doi:10.1002/imhj.21584

Cited by 8 publications

(5 citation statements)

References 36 publications

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“…As evidence accumulates highlighting the importance of individual children’s interactions with teachers and peers for young children’s regulatory development in a variety of samples (e.g., Lippard et al, 2016; Sabol et al, 2018), one implication for practice is to encourage and support leaders and teachers to provide children with opportunities to interact positively with other children, and to prevent and repair negative social interactions, particularly with teachers. Contrary to this implication, large inequities in the quality of children’s early educational opportunities persist in the United States.…”

Section: Discussionmentioning

confidence: 99%

How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.

Álamos¹,

Williford²,

Downer³

et al. 2022

Developmental Psychology

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Emotion regulation is foundational to children's psychological wellbeing and future school adjustment. As young children are spending increasing amounts of time in preschool programs, investigating how early childhood classrooms can foster emotion regulation development is warranted. In this study, we tested individual children's interactions with teachers and peers as potential mechanisms through which inhibitory control supports emotion regulation in the preschool classroom. Participants included 767 preschool children (49% female; M = 4.39 years old, SD = .08) from low-income households (income-toneeds ratio M = 1.45, SD = 1.06). Fifty percent of children were Black, 22% White, 13% Latino, and 15% Other race/ethnicity. Children completed direct assessments of inhibitory control in the fall, teachers reported on children's emotion regulation in the fall and spring of the preschool year, and trained observers rated the quality of individual children's interactions with teachers and peers in the fall, winter, and spring. Accounting for earlier emotion regulation, mediation analyses indicated that children's inhibitory control operates through individual children's (a) positive interactions with peers and (b) negative interactions with teachers and peers to support their subsequent emotion regulation. These findings underscore the role of the preschool classroom as an emotion socialization context for children from low-income households, along with providing additional evidence about the importance of social interactions to understand children's emotional development in context.

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Section: Discussionmentioning

confidence: 99%

How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.

Álamos¹,

Williford²,

Downer³

et al. 2022

Developmental Psychology

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“…The ratings are summed to determine the overall score per domain. The PICCOLO has been validated as a measurement of caregiver interactions with children in nonparental care (Lippard et al., 2016; Roggman et al., 2013).…”

Section: Methodsmentioning

confidence: 99%

“…In fact, nonparental care across all U.S. socioeconomic levels is common with 50% of infants and toddlers experiencing regular nonparental care an average of 33 h per week (Child Trends, 2013; Forry et al., 2018). These numbers are alarming when paired with current research indicating that the quality of infant–toddler center‐based care is generally in the low to mediocre range, with high‐quality care being the exception (Lippard, Riley, & Hughes‐Belding, 2016). Thus, these settings, and their impact on young children's development, are important areas for scientific investigation.…”

Section: Introductionmentioning

confidence: 97%

Caregiver–infant and toddler interactions during diapering: Caregiver responsiveness and child well‐being and involvement

Laurin

Guss

Horm

2021

Infant Mental Health Journal

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The findings of this empirical research provide new information about the importance of caregiver interactions during care routines, specifically diaper changing, in supporting infant and toddler involvement and well‐being. This correlational study involved observations of 144 separate diapering cycles by 31 caregivers with 74 infants and toddlers in 30 infant and toddler classrooms in a U.S. Midwest city. Based on these observations, caregiver responsiveness was found to be significantly related to both child involvement and child well‐being. Another feature of caregivers’ behavior, caregiver encouragement, was significantly associated with child well‐being, but not child involvement. The study results suggest that caregivers’ behaviors, specifically responsiveness and encouragement, during diapering are vital proximal processes in the moment‐to‐moment interactions between a caregiver and child. Thus, responsiveness and encouragement in care routines should be emphasized in infant care settings and be a focus for caregiver professional development, including pre‐ and in‐service training. Although training related to diapering is often restricted to health concerns, the findings suggest that specific caregiver–child interactions during this care routine may support or hinder children's well‐being and involvement in the moment. Caregiver responsiveness to children's cues in this context may enhance children's opportunities to practice involvement in bidirectional relationships and support children's well‐being.

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“…18 • Use routines like feeding, dressing, or changing as times to connect with each child, their home, and their community. 19 • Be consistently present, available, and engaged interactional partners.…”

Section: Quality Carementioning

confidence: 99%

Investing in the Birth-to-Three Workforce: A New Vision to Strengthen the Foundation for All Learning

Parkerson¹,

Sharrock²

2020

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This paper was researched and written by Emily Sharrock and Courtney Parkerson under the advisement of Shael Polakow-Suransky, President of Bank Street College, and made possible through funding from the Carnegie Corporation of New York. Virginia Casper, Graduate Faculty Emerita, authored the educator vignettes and offered advisement on concepts of quality care and adherence to Bank Street's core approach to educator preparation woven throughout the paper. Alexa Shore and Jesse Margolis completed the financial modeling research and created the residency program cost model and estimates relating to pay parity. We are grateful for the support and guidance offered by Harriet Dichter from ICF Early Education Services, Abby Copeman Petig and Caitlin McLean from the Center for the Study of Child Care Employment at the University of California, Berkeley, Sarah LeMoine from ZERO TO THREE, and Diane Dellano and Cynthia Rice from Advocates for Children of New Jersey.We would also like to thank Sarah Semlack, who was instrumental in establishing introductions to many experts and practitioners in the birth-to-three community and for supporting our outreach and engagement. A complete list of stakeholders engaged as part of this project is listed in the appendices. This paper would not have been possible without the collaboration of our Working Group members who participated in a series of virtual convenings and numerous individual conversations that guided our thinking as we developed the ideas put forth. Working Group members offered critical support connecting us to individuals and resources within the birth-to-three field and offered feedback on the paper's drafts.

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Observing Toddlers’ Individual Experiences in Classrooms: Initial Use of the Parenting Interactions With Children: Checklist of Observations Linked to Outcomes

Cited by 8 publications

References 36 publications

How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.

How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers.

Caregiver–infant and toddler interactions during diapering: Caregiver responsiveness and child well‐being and involvement

Investing in the Birth-to-Three Workforce: A New Vision to Strengthen the Foundation for All Learning

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