For the best experience, please use Chrome, Firefox, Safari, or Edge.

Examining the role of preschool classrooms’ behavioral composition as a predictor of the quality of teacher–child interactions

Resource Type: Reports & Papers
Author(s): Partee, Ann M.; Hamre, Bridget K.; Williford, Amanda P.;
Date Issued: August/September 2020
Description: Research Findings: This study examined the relation between classroom behavioral composition and teacher–child interactions in preschool classrooms and the potential for teachers’ experience, education level, and area of study to buffer against the challenges of teaching in classrooms with high levels of disruptive behaviors. Classroom behavioral composition was operationalized in two ways (classroom mean and classroom proportion of children at or above 90th percentile) using teacher reports of children’s disruptive behaviors. Results indicated that the proportion of children at or above the 90th percentile was linked to a decline in the quality of teacher–child interactions in classroom organization and instructional support across the year. Marginally significant interaction effects suggested that holding a bachelor’s degree may be a protective factor for teachers’ emotional support quality at the beginning of the year, but more years of teaching experience seemed to worsen the negative effect of challenging classroom behavioral composition on the quality of emotional interactions over the course of the school year. Practice or Policy: The quality of preschool teachers’ practice showed declines across the year when teachers perceived very disruptive behaviors in the classroom. The results of this study have implications for preservice training, teacher professional development, and quality rating and improvement systems focused on teacher–child interactions. (author abstract)
show entire record ↓
Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Early Education and Development
Volume Number: 31
Issue Number: 6
Page Range: 873-891
Topics: Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality

Child Care & Early Education Quality > Process Quality
Country: United States
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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 measures used in its creation.

ADHD Rating Scale IV Instruments
Classroom Assessment Scoring System Pre-K Instruments

Our Search Engine Recommends...

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.

Classroom age composition and vocabulary development among at-risk preschoolers Reports & Papers
Implications of different methods for specifying classroom composition of externalizing behavior and its relationship to social-emotional outcomes Reports & Papers
Teacher–child interaction quality buffers negative associations between challenging behaviors in preschool classroom contexts and language and literacy skills Reports & Papers
Do stability of care and teacher-child interaction quality predict child outcomes in Early Head Start? Reports & Papers
Teacher-child interactions in the classroom: Toward a theory of within- and cross-domain links to children's developmental outcomes Other

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