ERIC Number: ED470985
Record Type: Non-Journal
Publication Date: 2002-Oct
Teacher Preparation and Teacher-Child Interaction in Preschools. ERIC Digest.
Kontos, Susan; Wilcox-Herzog, Amanda
It is generally agreed that because so much basic early learning occurs through interactive experiences when children are very young, the quality of teacher-child interactions contributes substantially to effects of group care and preschool education on children. Thus it is important to know if specialized teacher education in early childhood education is related to teachers' effectiveness on the job. This Digest discusses the research on general and specialized education as factors in teachers' interactions with children. The digest notes considerable evidence that specialized training is indeed related to the quality of teachers' interactions with children. The Digest also notes studies indicating different results of specialized training for infants/toddlers compared to preschoolers, and calls for more specific research to clarify existing studies. (Contains 15 references.) (HTH)
Descriptors: Caregiver Child Relationship, Child Caregivers, Early Childhood Education, Interaction, Preschool Teachers, Teacher Education, Teacher Student Relationship
ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: email@example.com; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests.html.
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL.
Grant or Contract Numbers: N/A