NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036110
Record Type: Journal
Publication Date: 2014-Apr
Pages: 15
Abstractor: As Provided
Reference Count: 55
ISSN: ISSN-1053-1890
Observations of Group Care Worker-Child Interaction in Residential Youth Care: Pedagogical Interventions and Child Behavior
Bastiaanssen, Inge L. W.; Delsing, Marc J. M. H.; Geijsen, Luuk; Kroes, Gert; Veerman, Jan W.; Engels, Rutger C. M. E.
Child & Youth Care Forum, v43 n2 p227-241 Apr 2014
Background: The work of group care workers in residential youth care is often described as professional parenting. Pedagogical interventions of group care workers influence the quality of care for looked-after children. Objective: The aim of the current study was to observe the pedagogical interventions of group care workers within residential youth care and their associations with child behaviors. Methods: Group care worker interventions and child behaviors were videotaped during structured observations. Participants included 95 children (64% boys, M[subscript age] = 9.19) and 53 group care workers (74% female, M[subscript age] = 33.79 years). A coding system was developed to code pedagogical interventions and child behaviors. Results: It showed that group care workers mainly used positive pedagogical interventions (warmth/support and positive control) and seldom used negative pedagogical interventions (permissiveness and negative control). Frustration and anger of children was associated with positive controlling interventions and permissiveness of group care workers. The hypothesis that child anxiety and nervousness is associated with warm and supportive interventions could not be confirmed. Conclusions: Pedagogical interventions should be part of education, training, and supervision of group care workers.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A