Teacher–Child Interactions in Early Childhood Education and Care Classrooms: Characteristics, Predictivity, Dependency and Methodological Issues
Editat de Wilfried Smidt, Simone Lehrlen Limba Engleză Paperback – 24 iun 2024
(1) What are ‘good’ teacher–child interactions and how they can be measured?
(2) Which individual and/or contextual aspects are associated with teacher–child interactions?
(3) What is the impact of teacher–child interactions on the development of children's competencies?
The book ties in these fundamental questions with educational research by bringing together international studies from interdisciplinary backgrounds and presenting current research on the characteristics, predictivity, dependency, and methodological issues of teacher–child interactions in ECEC classrooms. The considered studies conducted in Australia, Austria, Finland, Germany, Greece and Portugal each aim to enrich the scientific discourse and provide fruitful implications for policy and practice.
This book was originally published as a special issue of the Research Papers in Education journal.
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Specificații
ISBN-13: 9781032839028
ISBN-10: 1032839023
Pagini: 164
Dimensiuni: 174 x 246 mm
Greutate: 0.3 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1032839023
Pagini: 164
Dimensiuni: 174 x 246 mm
Greutate: 0.3 kg
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Postgraduate and Undergraduate CoreCuprins
Introduction: Teacher–child interactions in Early Childhood Education and Care classrooms: characteristics, predictivity, dependency and methodological issues Wilfried Smidt & Simone Lehrl
Chapter 1: Evaluating the Student–Teacher Relationship Scale in the Greek educational setting: an item parcelling perspective, Nikolaos Tsigilis, Athanasios Gregoriadis & Vasilis Grammatikopoulos
Chapter 2: The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education, Sílvia Barros, Joana Cadima, Ana Isabel Pinto, Donna M. Bryant, Manuela Pessanha, Carla Peixoto & Vera Coelho
Chapter 3: Pedagogical differences and similarities between male and female educators, and their impact on boys’ and girls’ behaviour in early childhood education and care institutions in Austria, Johannes Huber & Bernd Traxl
Chapter 4: The role of professional exchange in improving language-related process quality in daycare centres, Elisabeth Resa, Imke Groeneveld, Daniel Turani & Yvonne Anders
Chapter 5: Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany, Simone Lehrl & Wilfried Smidt
Chapter 6: Development of pre-academic skills and motivation in kindergarten: a subgroup analysis between classroom quality profiles, Jenni Salminen, Eija Pakarinen, Anna-Maija Poikkeus & Marja-Kristiina Lerkkanen
Chapter 7: Bilingual children’s language learning in Australian early childhood education and care settings, Frank Niklas, Collette Tayler & Caroline Cohrssen
Chapter 1: Evaluating the Student–Teacher Relationship Scale in the Greek educational setting: an item parcelling perspective, Nikolaos Tsigilis, Athanasios Gregoriadis & Vasilis Grammatikopoulos
Chapter 2: The quality of caregiver–child interactions in infant classrooms in Portugal: the role of caregiver education, Sílvia Barros, Joana Cadima, Ana Isabel Pinto, Donna M. Bryant, Manuela Pessanha, Carla Peixoto & Vera Coelho
Chapter 3: Pedagogical differences and similarities between male and female educators, and their impact on boys’ and girls’ behaviour in early childhood education and care institutions in Austria, Johannes Huber & Bernd Traxl
Chapter 4: The role of professional exchange in improving language-related process quality in daycare centres, Elisabeth Resa, Imke Groeneveld, Daniel Turani & Yvonne Anders
Chapter 5: Differential effects of preschool quality on children’s emergent literacy skills in the final preschool year in Germany, Simone Lehrl & Wilfried Smidt
Chapter 6: Development of pre-academic skills and motivation in kindergarten: a subgroup analysis between classroom quality profiles, Jenni Salminen, Eija Pakarinen, Anna-Maija Poikkeus & Marja-Kristiina Lerkkanen
Chapter 7: Bilingual children’s language learning in Australian early childhood education and care settings, Frank Niklas, Collette Tayler & Caroline Cohrssen
Notă biografică
Wilfried Smidt is a Full Professor of education at the University of Innsbruck, Austria. His research focuses on educational quality, teacher personality, professionalization, and leadership.
Simone Lehrl is a Researcher at the University of Bamberg, Germany. Her research focuses on educational quality and its effects on children’s development.
Simone Lehrl is a Researcher at the University of Bamberg, Germany. Her research focuses on educational quality and its effects on children’s development.
Descriere
The book focuses on issues in early childhood education and care regarding characteristics, dependencies, predictivity and methods that are currently discussed. It provides an excellent overview of interdisciplinary research of teacher–child interactions in preschools in Europe.