ERIC Number: ED252285
Record Type: RIE
Publication Date: 1984-Jul
Reference Count: 0
Teacher-Toddler Day Care Interactions: Where, What and How.
Honig, Alice S.; Wittmer, Donna S.
If professionals are to learn how to maximize the positive effects and minimize the negative effects of day care, they must focus their efforts on the ways caregivers interact with children. This research provides a detailed and intimate look at the conditions under which caregivers interact with low income toddlers. Fifty subjects, ages 24 to 30 months, were observed in seven urban day care centers. Half were boys and 35 were black. APPROACH, an ecological technique for coding child interactions with peers, objects and caregivers, was used to record 80 minutes of each child's behavior equally across five settings over several days. Caregiver interactions with toddlers were subsequently coded for activity setting, toddler circumstance, type of teacher interaction, and the outcome of the interaction. Results indicated that teachers initiate little communication during eating or gross motor play, and that very few teacher bids were ego boosting, although children responded positively to this behavior. Negative controlling bids had much lower rates of compliance. While most interaction involved teaching or questioning, very few questions were open-ended. Also, teacher bids to boys were more likely to follow misbehavior and were more likely to be negatively controlling than bids to girls. The implications of the results are discussed in terms of increasing teacher sensitivity and skills in interaction situations so that day care can become a truly positive intervention experience. (CB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Symposium on Intervention and Stimulation in Infant Development (1st, Jerusalem, Israel, July, 1984).