ERIC Number: EJ1050568
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 87
Teacher-Child Interactions in Infant/Toddler Child Care and Socioemotional Development
Mortensen, Jennifer A.; Barnett, Melissa A.
Early Education and Development, v26 n2 p209-229 2015
Research Findings: The teacher-child relationships that develop in infant/toddler child care provide a critical caregiving context for young children's socioemotional development. However, gaps remain in researchers' understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based child care programs. Guided by ecological theory, this article offers a review of the current literature on this topic, including influential factors and developmental outcomes associated with teacher-child interaction quality, the teacher-child relationship as a compensatory mechanism for children facing risk, and differential susceptibility to caregiving experiences. Practice or Policy: Within the context of infant/toddler child care, many opportunities exist for researchers to refine the measurement of individual teacher-child interactions, test young children's self-regulation as an outcome variable, and develop understanding of compensatory and differential susceptibility mechanisms. Clarifying these processes will inform early childhood education teacher training in terms of how teachers can best facilitate healthy socioemotional outcomes, especially for the most vulnerable children.
Descriptors: Infants, Infant Care, Toddlers, Interaction, Teacher Student Relationship, Emotional Development, Social Development, Child Care Centers, Child Care, Literature Reviews, Self Management, Performance Factors, Influences, Student Characteristics, Teacher Characteristics, Family Characteristics, Economically Disadvantaged, Disadvantaged Environment, Daily Living Skills, Research Needs, Early Childhood Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education
Authoring Institution: N/A