Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms

Kim, Helyn; Cameron, Claire E.; Kelly, Cara; West, Hall; Mashburn, Andrew J.; Grissmer, David W.

doi:10.1177/0734282918819579

Cited by 10 publications

(4 citation statements)

References 42 publications

(80 reference statements)

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“…The inCLASS was developed in the United States (Downer et al 2010) and is being increasingly applied in research (e.g. Kim et al 2018;Sabol, Bohlmann, and Downer 2018). In contrast to existing observation instruments that measure interaction quality at the level of the preschool class (e.g.…”

Section: Introductionmentioning

confidence: 99%

Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria

Smidt

Embacher

2021

International Journal of Early Years Education

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Reliable information regarding interaction quality in preschools is essential because children's preschool experiences predict educational success. The Individualized Classroom Assessment Scoring System (inCLASS) is a new tool to assess interaction quality developed in the United States. Research on the validation of the factorial structure of the inCLASS-with the factors teacher interactions (comprising positive engagement, teacher communication), peer interactions (peer sociability, peer communication, peer assertiveness), task orientation (task engagement, self-reliance), and conflict interactions (behaviour control, teacher conflict, peer conflict)-is limited and inconsistent. This study aims to extend knowledge on the factorial validity of the inCLASS in Austrian preschools. The sample consists of 261 children (M = 49.54 months of age) from 81 preschool classes in Tyrol, Austria. Initial confirmatory factor analysis indicated negative residual variances and standardised factor loadings >1 for teacher communication and behaviour control. After modifications such as setting error residuals for teacher communication and behaviour control to zero and allowing the residuals of positive teacher engagement and peer sociability to covary the model fit was acceptable to good. The findings suggest a revision of the operationalisation of conflictual interactions and a consideration of attachment theory to explain the relationship between teacher interactions and peer interactions.

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Section: Introductionmentioning

confidence: 99%

Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria

Smidt

Embacher

2021

International Journal of Early Years Education

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“…Although not the focus of the present study, the numerous associations suggest that different group sizes promote different kinds of social or learning behaviors (Kim et al, 2019). For example, percent of whole group activities were generally negatively associated with children's social interactions with peers, but there was a positive association with engagement with teachers.…”

Section: Contexts Of Behaviormentioning

confidence: 70%

“…In addition to child-level covariates, we included contextual features of the environment in the present study allowing us to explore associations with emotion-focused teaching practices. Although not the focus of the present study, the numerous associations suggest that different group sizes promote different kinds of social or learning behaviors (Kim et al, 2019). For example, percent of whole group activities were generally negatively associated with children’s social interactions with peers, but there was a positive association with engagement with teachers.…”

Section: Discussionmentioning

confidence: 94%

Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Curby¹,

Zinsser²,

Gordon³

et al. 2022

Emotion

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Preschool classrooms are rich with emotions, from a teacher's enthusiastic praise for a child's work to a child's anger at another child who is using wanted materials. A wide variety of teaching behaviors may help children learn about their own and others' emotional states as well as regulation strategies to manage their emotions. In the present study, we relate teachers' emotion-focused teaching behaviors (including how teachers model emotions, instruct about emotions, and respond to children's emotions) using a new observational tool, the EMOtion TEaching Rating Scale (EMOTERS). In addition, social and learning behaviors with teachers, peers, and tasks were observed for 77 children in 18 classrooms. We used the EMOTERS to predict children's social and learning behaviors within time (fall, spring) and over time (from fall to spring). Results affirm that emotion-focused teaching practices (modeling, responding, instructing) vary across classrooms. We also found instances of these practices being related-within time and over time-to children's social interactions with teachers and peers, and engagement in tasks. Most significant associations were found with emotion instructing, despite its relatively infrequent use in classrooms. Findings offer valuable initial evidence about EMOTERS as a tool for measuring emotion-focused teaching behaviors and potentially as a tool for supporting professional development.

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“…Yet, future work should continue to examine which specific classroom processes lead to the largest benefits for the most disadvantaged learners. Indeed, the CLASS attempts to capture general classroom quality for all students in a given classroom, and perhaps researchers could capture more meaningful variation if they relied on individualized measures of students’ experiences (see Kim et al, 2019). However, it should be noted that a previous study of teacher‐rated relationship quality with individual students using within child‐modeling also found limited and modest effects on direct assessments of achievement (Maldonado‐Carreño & Votruba‐Drzal, 2011).…”

Section: Discussionmentioning

confidence: 99%

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

et al. 2021

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This study examines whether changes in classroom quality predict within‐child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low‐income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high‐quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.

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Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms

Cited by 10 publications

References 42 publications

Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria

Examining the factorial validity of the Individualized Classroom Assessment Scoring System in preschools in Austria

Emotion-focused teaching practices and preschool children’s social and learning behaviors.

Examining the Effects of Changes in Classroom Quality on Within‐Child Changes in Achievement and Behavioral Outcomes

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