Stability and change in teacher-infant interaction quality over time

Pessanha, Manuela; Peixoto, Carla; Barros, Sílvia; Cadima, Joana; Pinto, Ana Isabel; Coelho, Vera; Bryant, Donna

doi:10.1016/j.ecresq.2016.10.003

Cited by 14 publications

(10 citation statements)

References 57 publications

(87 reference statements)

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“…Positive associations between ECEC quality and children's learning and development have also been found across developmental stages and educational settings, including childcare centers and kindergartens (Liu et al, 2020). In Portugal, the same pattern of results has been found, both in childcare center settings and preschool (e.g., Pessanha et al, 2007Pessanha et al, , 2017; Barros and Aguiar, 2010;Barros et al, 2016Barros et al, , 2018Pinto et al, 2019a;Guedes et al, 2020;Coelho et al, 2021Coelho et al, , 2022Cadima et al, 2022;Fuertes et al, 2022) and for both children at-risk and children with no known risk associated (e.g., Cadima et al, 2018;Aguiar et al, 2019;Pinto et al, 2019b).…”

Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 71%

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

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Positive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about the desirability and feasibility of a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in the desirability subscale compared with the feasibility subscale in all dimensions and at both the child and the group level. This gap between teachers’ perceived desirability and feasibility provides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between the desirability and feasibility subscales registered a higher effect size at the child’s level than at the group’s level, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in the Emotionally Responsive Interactions dimension for both child and group levels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty in feasibility, both at the group and child’s level, is lack of knowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’ desirability and feasibility informs the assessment of teacher education needs and might be operationalized as a new observation instrument.

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Section: Literature Review Teacher-child Interactions and Child Devel...mentioning

confidence: 71%

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Sanches-Ferreira

Gonçalves²,

Araújo³

et al. 2022

Front. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…Drawing on a nationally representative sample of births, Schaack, Le, and Setodji (2017) found that home‐based providers with a 2‐ or 4‐year degree hosted higher quality settings, although children's later advantages in cognitive or social development could not be detected following the infant–toddler period. Preservice training may shape outcomes indirectly via greater sensitivity, oral language, or learning activities, suggested by the associational results of Pessanha et al (2017). But, the lack of formal mediational models leaves an incomplete picture (see Methods section below).…”

Section: Infant and Toddler Child Carementioning

confidence: 99%

“…One large‐scale study of 90 infant classrooms in Porto, Portugal tracked infants between 4 and 12 months of age over a period of 6 months. Pessanha et al () found that the quality of care—signaled by the classroom's physical environs, cognitively engaging materials, and responsiveness of adults—tended to decline as children entered toddlerhood. This decline was correlated with the rising count of children per adult in classrooms.…”

Section: Infant and Toddler Child Carementioning

confidence: 99%

What Policies Advance Infants and Toddlers? Evidence to Inform State and Federal Options

Fuller

Bridges

Land

2020

Social Policy Report

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A variety of civic actors-government, associations, and local agencies-work to help parents advance the vitality of our youngest children. Empirical findings accumulating over the past half-century identify benefits for infants and toddlers stemming from three policy models: paid leave for parents after a newborn arrives; regular pediatric assessments, including home visiting; and quality caregivers situated in homes or centers. We review what is known about the effects of these policies, along with constituent elements of quality (mediators) that operate proximal to children's health, cognitive, and emotional growth. Much has been learned about how such collective action, carried out by local organizations, advance infant-toddler development. Methodological advances foster new knowledge: moving closer to causal inferences and pinpointing social mechanisms that enrich infant-toddler settings. Less well understood is how policy levers can move the malleable elements of program quality to raise the magnitude or sustainability of program effects. We note the benefits of income-support efforts for fragile families, while urging new work on how economic dynamics touch the capacity of parents and caregivers to better nurture infants and toddlers.

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“…In the opposite direction, educators who perceived that their salary was not fair in comparison to others in the profession were in playgroups rated lower in process quality (Cassidy et al, 2017[139]). Professionals' salary has also been found to correlate with higher levels of process quality in China and the United States (Hu et al, 2019[81]; Pauker et al, 2018 [29]). Although the empirical evidence is somewhat limited, concerns regarding poor working conditions, particularly in regard to infant playgroups, such as low salaries and unpleasant organisational climate, have been identified as potential barriers to high-quality practices (Chan, 2019[140]).…”

Section: Staff Well-being Might Breed Process Quality (And Pd Can Plamentioning

confidence: 99%

Literature review on early childhood education and care for children under the age of 3

2020

OECD Education Working Papers

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Stability and change in teacher-infant interaction quality over time

Cited by 14 publications

References 57 publications

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

What Policies Advance Infants and Toddlers? Evidence to Inform State and Federal Options

Literature review on early childhood education and care for children under the age of 3

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