Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities

Cabell, Sonia Q.; DeCoster, Jamie; LoCasale-Crouch, Jennifer; Hamre, Bridget K.; Pianta, Robert C.

doi:10.1016/j.ecresq.2013.07.007

Cited by 144 publications

(115 citation statements)

References 41 publications

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“…O apoio dos pares confere à criança segurança, afeto, sentimentos de pertença e aprovação (Trianes, 2004), possibilitando o ajustamento emocional e, por conseguinte, o desenvolvimento de competências sociais. Outros estudos também enfatizam a qualidade das interações dos Educadores (Cabell, et al, 2013;Williford, Maier, Downer, Pianta, & Howes, 2013) no envolvimento da criança, tanto nas atividades dirigidas, como no sucesso das suas aprendizagens, mas também nas atividades propostas pela criança (Goble, Hanish, Martin, Eggum-Wilkens, Foster, & Fabes, 2016). O papel do Educador como fonte de currículo nas situações de vulnerabilidade e stress Gomes, & Pereira, 2007) torna-se essencial, para o desenvolvimento integrado e sustentado da criança, numa perspetiva holística do desenvolvimento.…”

Section: Discussionunclassified

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Intervenção Psicoeducativa na Prevenção do Stress na Infância: a Formação de Educadores

Pereira¹,

Gomes²,

Aires

et al. 2017

R Est Inv Psico y Educ

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ResumoA profissionalidade docente, no quadro dos processos de ensino-aprendizagem, constitui um desafio ao nível da formação especializada, especialmente numa perspetiva life span. Este estudo tem como objetivo geral identificar o tipo de intervenção psicoeducativa que permite atuar ao nível da prevenção do stress. Os resultados mostraram existir correlações moderadas entre as situações indutoras de stress de Causas Internas Psicossociais e as Causas Externas de Componente Familiar. Também as práticas educativas atentas à Cooperação Escola-Família estão correlacionadas com as Atividades de Prevenção das situações indutoras de stress na infância. São recomendados programas de intervenção psicoeducativa na formação de Educadores. Palavras-chave: intervenção psicoeducativa, stress, educação pré-escolar, práticas educativas, formação de professores. AbstractNowadays, the profession of teaching in the panorama of teaching-learning processes is a challenge at the level of specialized training, specially at a life span perspective. This study aimed to evaluate the type of psychoeducational intervention that acts in the prevention of the levels of stress. The results showed moderate correlations between stress inducing situations of Internal Psychosocial Causes and the External Causes of Family Component. Further the educational practices concerned with the Cooperation Family-School are correlated with the Prevention Activities of stress inducing situations in childhood. Psychoeducational intervention programs are recommended in the training of educators.

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Section: Discussionunclassified

“…Segundo a teoria bioecológica do desenvolvimento humano, as interações diárias entre adultos e crianças são processos proximais, que servem como mecanismos primários através dos quais as crianças se desenvolvem (Bronfenbrenner & Morris, 2006, citado por (Cabell, DeCoster, LoCasale-Crouch, Hamre, & Pianta, 2013).…”

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Intervenção Psicoeducativa na Prevenção do Stress na Infância: a Formação de Educadores

Pereira¹,

Gomes²,

Aires

et al. 2017

R Est Inv Psico y Educ

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“…In another study, the authors found that the effectiveness of teachers' instructional interactions was higher in the large group setting, compared to free choice and routine settings. Findings also suggested that science activities, either in large group or free choice, represented the most effective global instructional interactions settings (Cabell et al 2013). In a study involving public center-based preschool programs in the United States, Fuligni et al (2012) identified two profiles to describe the daily routines of children: A high free pattern, in which children spent most of their day engaged in child-directed activities, and structuredbalanced patter, in which children spent their day engaged both in child-directed free-choice activities and teacher-directed activities.…”

Section: How Teachers Organize the Day?mentioning

confidence: 95%

“…The amount of time that children are expected to engage in activity settings, such as small group, routines, or free play, can play a major role in the ways children interact with the teacher, relate to each other, and learn (Booren, Downer, Vitiello 2013;Cabell, DeCoster, LoCasale-Crouch, Hamre, Pianta 2013;Early et al 2010;Fuligni et al 2012;Howes et al 2011).…”

Section: How Teachers Organize the Day?mentioning

confidence: 99%

QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Cadima

2017

Nowis

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QualityMatters, an extension of a European Commission funded study, the CARE project, intends to examine whether the quality of teacher-child interactions varies as a function of particular classroom features (e.g., types of activities, content, and grouping), to answer the overarching question: how and under what conditions does quality in early education and care matter? Through a cross-cultural process-oriented approach, the researchers in QualityMatters will capitalize on the variation in the ECEC systems present in 4 European countries (Finland, Netherlands, Poland, Portugal) to examine the complex relations of teachers' choices regarding the activity and teacher-child interactions. The project will examine the extent to which children's classroom interactions with teachers vary across activity settings, while taking into consideration country specifications regarding structural regulations. While much of the ECEC research has examined process and structural quality as separated constructs, QualityMatters will look at aspects at the intersection of process and structure, likely to be relevant for child development and learning.

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“…For example, in the US, Brighton et al (2005) showed that teachers believed their gifted children did not "need" differentiation; when teachers differentiated, they tended to focus on struggling children. However, optimal learning requires effective instruction interactions (Cabell et al 2013), in which abilities and learning activities match (Bronfenbrenner and Morris 2006). Instruction and curricula therefore need to be adapted to the levels and needs of individual children -including high-ability children -in a classroom.…”

Section: Introductionmentioning

confidence: 99%

Improving kindergarten teachers’ differentiation practices to better anticipate student differences

Dijkstra

Walraven

Mooij

et al. 2016

Educational Studies

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aWelten institute, open university of the netherlands, Heerlen, the netherlands; b Radboud docenten academie, Radboud university nijmegen, nijmegen, the netherlands ABSTRACT This article presents the findings from a teacher intervention in Dutch kindergartens aimed at improving teachers' differentiation practices (DP) to better anticipate student differences. The intervention was designed to improve the match between student levels and curricular activities, in particular for high-ability students and consists of three components. A pretest-posttest cluster randomised design was used with three conditions: control (n = 34), pilot intervention (n = 32) and improved intervention (n = 34). Quantitative results demonstrate that the intervention fidelity was relatively high in the improved intervention. Correlations confirmed that teacher-reported DP were higher in schools where the intervention was more completely implemented. DP were enhanced in both intervention conditions, but showed greater improvement in the improved intervention. Qualitative data revealed process characteristics that reflect problems schools encounter with this intervention. Teachers can be supported in improving DP, but this requires school-wide intensive and long support.

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Variation in the effectiveness of instructional interactions across preschool classroom settings and learning activities

Cited by 144 publications

References 41 publications

Intervenção Psicoeducativa na Prevenção do Stress na Infância: a Formação de Educadores

Intervenção Psicoeducativa na Prevenção do Stress na Infância: a Formação de Educadores

QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Improving kindergarten teachers’ differentiation practices to better anticipate student differences

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