ERIC Number: EJ1220647
Record Type: Journal
Publication Date: 2019
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1088-8691
EISSN: N/A
Teacher-Child Interaction Quality as a Function of Classroom Age Diversity and Teachers' Beliefs and Qualifications
Applied Developmental Science, v23 n3 p294-304 2019
Data from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood classrooms with greater age diversity within a school year and who experienced an increase in age diversity across years exhibited less optimal teacher-child interactions. The negative effects of age diversity for teacher-child interactions were only noticeable among teachers with fewer years of education and experience, and among teachers whose views of children were less child-centered. When taken together, results indicate that closer attention should be paid to the consequences of classroom age diversity in preschool and that a multi-year perspective on teachers' classroom experiences would allow for a more nuanced understanding of the quality of teacher-child interactions.
Descriptors: Teacher Student Relationship, Interaction, Classroom Environment, Teacher Qualifications, Beliefs, Preschool Teachers, Early Childhood Teachers, Young Children, Teaching Experience, Educational Quality, Age Groups, Student Diversity, School Schedules, Faculty Development
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: North Carolina (Charlotte); Illinois (Chicago); Ohio (Columbus); Ohio (Dayton); Connecticut (Hartford); Tennessee (Memphis); New York (New York); Rhode Island; California (Stockton)
Grant or Contract Numbers: DRL0941014