Training childcare providers to improve interactions with children: A comparison of in-service training versus direct modeling of desired behaviors

Author(s): Ahrens, Rachel
Date Issued: April 2009
Description: A comparison of both provider-child interaction and child language development in select children in classrooms lead by child care providers who received language training either in-service or through direct modeling, based on data collected from 6 Omaha-area classrooms
show entire record ↓
Source: Unpublished master's thesis, University of Nebraska at Omaha
Topics: Children & Child Development > Child Development & School Readiness > Cognitive Development

Child Care & Early Education Quality > Process Quality

Child Care & Early Education Provider Workforce
Country: United States
States: NEBRASKA
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or datasets/measures used in its creation.

Teacher Interaction and Language Rating Scale Instruments


More Like This

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Pathways to quality in Head Start, public school, and private nonprofit early childhood programs Reports & Papers
Coaching in early education classrooms serving children with autism: A pilot study Reports & Papers
Effects of in-service teacher technology and assessment training on teacher-child interaction with infants and toddlers Reports & Papers
Training early childhood educators to promote peer interactions: Effects on children's aggressive and prosocial behaviors Reports & Papers
Annual evaluation report: Clayton Educare: 2009-10 school year Reports & Papers

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.

Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

Google Translate