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Despite the rise of online professional development (PD) for early childhood educators, few studies have examined their perceptions of the usefulness of learning resources. We developed an online PD centered on teacher-child interactions, based on the critical features of high-quality PD. The PD was composed of 10 units with a variety of learning resources, including video lectures, research notes, testimonials, classroom videos, quizzes, reflection activities, and sharing activities. We examined teachers' perceptions of the usefulness of such learning resources and explored potential differences based on key demographic variables. Participants were 137 in-service Hong Kong kindergarten teachers. Evaluation surveys and semi-structured interviews were utilized after course completion. Classroom videos, which provided real-life examples, were perceived as most useful resource to improve teaching practices. Participants also considered video lectures, research notes, and testimonials as extremely useful resources, and reflection activities and sharing activities as useful resources. Quizzes emerged as the least useful resource, especially when these involved fact-based questions. Teachers' perceptions were not influenced by their demographic backgrounds. We conclude that teachers place a higher emphasis on online PD resources that offer practical examples compared to those focus on theoretical knowledge and self-reflection. The current study filled an important gap in the early childhood teacher education literature, specifically in the area of online PD, offering theoretical, practical, and policy-related insights. [ABSTRACT FROM AUTHOR]

Despite the rise of online professional development (PD) for early childhood educators, few studies have examined their perceptions of the usefulness of learning resources. We developed an online PD centered on teacher-child interactions, based on the critical features of high-quality PD. The PD was composed of 10 units with a variety of learning resources, including video lectures, research notes, testimonials, classroom videos, quizzes, reflection activities, and sharing activities. We examined teachers’ perceptions of the usefulness of such learning resources and explored potential differences based on key demographic variables. Participants were 137 in-service Hong Kong kindergarten teachers. Evaluation surveys and semi-structured interviews were utilized after course completion. Classroom videos, which provided real-life examples, were perceived as most useful resource to improve teaching practices. Participants also considered video lectures, research notes, and testimonials as extremely useful resources, and reflection activities and sharing activities as useful resources. Quizzes emerged as the least useful resource, especially when these involved fact-based questions. Teachers’ perceptions were not influenced by their demographic backgrounds. We conclude that teachers place a higher emphasis on online PD resources that offer practical examples compared to those focus on theoretical knowledge and self-reflection. The current study filled an important gap in the early childhood teacher education literature, specifically in the area of online PD, offering theoretical, practical, and policy-related insights.

The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4-7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period. [ABSTRACT FROM AUTHOR]

Bilingualism has been systematically associated with better self-regulatory skills (), however, this advantage does not seem to automatically transfer for most dual language learners. This suggests that there are other contextual factors that are necessary to trigger this advantage. This study examines the role of teacher–child interactions in the development of Spanish-speaking bilingual preschoolers' self-regulation in an English-speaking context, and how this relation differs between bilingual and English-speaking monolingual children. Our study analyzed a sample of 1656 preschoolers in the U. S. and yielded two salient results (1) Bilingual children demonstrated greater gains in self-regulatory skills than their monolingual peers when in classrooms with high-quality teacher–child interactions. (2) Vocabulary in bilingual children moderated the relation between teacher–child interactions and teacher-reported self-regulation for bilingual children, with bilinguals who had greater vocabulary knowledge benefiting more from classroom interactions. These outcomes hold significant implications for policy makers, given the evolving sociodemographic profile of classrooms globally. [ABSTRACT FROM AUTHOR]

The importance of effective teacher–child interactions in preschool classrooms has been well documented; however, very few studies examined the difference between novice and experienced teachers. The aim of this study was to quantitatively compare the characteristics and patterns of teacher–child interactions during preschool picture book reading activities between novice and experienced teachers. Video observation data were collected from nine novice teachers and nine experienced teachers from a Chinese preschool, and were coded using the Flanders Interaction Analysis System. A total of 7,642 codes of experienced teachers and 6,444 codes of novice teachers were obtained. Aside from some commonalities, results indicated that there were several major differences between novice and experienced teachers. The indirect and positive influence on children, and the rate of positive influence to negative influence of experienced teachers were higher than that of novice teachers; the proportion of teacher talk, positive integration grid, steady-state grid, open question, and indirect response of novice teachers were higher than that of experienced teachers. The findings shed light on how novice and experienced teachers interact with their children, and how professional development supports should be delivered differently to novice and experienced teachers. [ABSTRACT FROM AUTHOR]

This study aimed to examine the serial multiple mediating effects of play teaching efficacy and support competence on the relationship between early childhood teachers' teaching creativity and teacher-child interactions. A survey was conducted among 333 early childhood teachers working in Seoul and Gyeonggi-do, South Korea. Data were analyzed using PROCESS macro (Model=6). Results revealed the following points. First, play teaching efficacy and play support competence fully mediated the relationship between early childhood teachers' teaching creativity and teacher-child interactions. Second, play teaching efficacy and play support competence had serial multiple mediating effects on the relationship between early childhood teachers' teaching creativity and teacher-child interactions. These findings provide a basis for improving the quality of early childhood teachers' teaching creativity, teacher-child interactions, play teaching efficacy, and play support competence, which may have meaningful practical implications for the implementation of the 2019 revised Nuri curriculum of Korea. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the role of duration of preschool attendance and the quality of teacher-child interactions in the executive functions development of preschoolers. The study involved 947 children (51% girls) age 4–7 years (M = 70.3 months; SD = 4.3). The number of children attending kindergarten for less than 1 year was 144; 268 children (28.3%) had attended for 1 to 2 years; and 535 children (56.5%) had attended for more than 2 years. The results showed that the children who attended a group with a high quality of teacher-child interaction for one or more years had better results on verbal work memory, and cognitive and physical inhibitory control than those who attended the same group over a shorter period.

Introduction: Resilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increased attention as a key mechanism predicting a variety of important shortand long-term outcomes. The current study examined how the self-regulation skills of infants and toddlers in a classroom could potentially shape classroom interactions and quality which, in turn, could potentially shape the development of self-regulation skills of the individual infants and toddlers enrolled in the classroom across an early childhood program year. The unique contribution of this study is the focus on a critical component of resilience, self-regulation, in an understudied age group, infants and toddlers, in an important and understudied context, the infant-toddler early childhood classroom. Methods: Data are from a statewide evaluation of early childhood programs serving children birth to age 3 growing up in low-income contexts. Multi-level mediation models were employed to examine the mediation effect of classroom quality between classroom-level self-regulation and individual children’s gain in self-regulation over a year. Results: We found a significant indirect path. The results showed that classroom level self-regulation skills demonstrated by infants and toddlers in the fall predicted higher levels of teachers’ implementation of three important aspects of classroom quality – support for social-emotional, cognitive, and language development – in the winter. We also found that higher levels of teachers’ support for social-emotional, cognitive, and language development associated with children’s increased growth in self-regulation skills from fall to spring. The direct path from classroom-level self-regulation demonstrated in the fall to individual children’s gain in self-regulation was not significant. Discussion: These findings, unique due to the focus on infants and toddlers in a classroom context, are discussed within the larger body of existing selfregulation research conducted with older children and prevalent theories outlining developmental mechanisms. Implications for both infant-toddler classroom practices and future research are addressed. Relative to practice, our findings have implications for informing how the development of selfregulation, an important component of resilience, can be supported in the youngest children, infants and toddlers, specifically those enrolled in centerbased classrooms serving young children growing up in families with low incomes. We focus on the need to improve the support and professional development of infant-toddler teachers which, in turn, can improve classroom quality and foster resilience in infants and toddlers. Relative to research, our use of a relatively new measure of infant-toddler classroom quality, the Quality of Care for Infants and Toddlers (QCIT), shows how this tool can expand infant toddler research, a need in the current literature. Future research using different measures, designs, analytical strategies, and diverse samples and contexts is needed to further explain very young children’s development of self-regulation, a critical component of resilience. [ABSTRACT FROM AUTHOR]

The study examined predictors (teacher–child interactions, teacher–child relationships, child's self-control) of preschoolers' classroom engagement (135 preschoolers, 15 East Tennessee classrooms). Hierarchical linear regression revealed child's self-control significantly contributed to engagement. Teacher–child closeness enhanced engagement, but reverse-coded teacher–child conflict negatively impacted it after controlling teacher-child individualized interaction. Control variables included child gender, age, mother and father education. These findings offer holistic insights into preschoolers' engagement mechanisms, aiding intervention program design. Discussions and practical applications of results are provided. [ABSTRACT FROM AUTHOR]

The present study examined how the dosage and quality of the federal preschool program "Head Start" (HS) in the US related to children's self-regulation skills in kindergarten. Using Propensity Score Matching and multiple regression (OLS), this study explored how the number of years and hours a week of HS were related to self-regulation among 2,383 children, who entered the program either at 3 or 4 years old. An additional year in HS was significantly positively associated with self-regulation in kindergarten, while the number of hours a week in HS was not. However, the quality of teacher–child interactions moderated the relation between hours a week in HS and self-regulation. Findings contribute to the growing body of evidence about how dosage and quality of early childhood education experiences relate to children's development. [ABSTRACT FROM AUTHOR]

• Children enter kindergarten with patterns of skills across developmental domains. • School readiness profiles predict gains in academic and social-emotional outcomes. • Quality of teacher–child interactions moderates the associations between fall profiles and gains in outcomes. This study used a person-centered approach to identify school readiness profiles in a sample of kindergartners (n =1,826) from a large and diverse school district in the United States. Using latent profile analyses and multi-level modeling, we examined three aims: 1) whether patterns of readiness skills at kindergarten entry could be detected, 2) the extent to which detected patterns predicted gains in academic and social-emotional skills, and 3) whether the quality of teacher–child interactions moderated the associations between profile membership and end of kindergarten outcomes. Based on a comparison of fit indices, a 4-profile solution best represented the data. Eighteen percent of children were in the "High Risk" profile, 34 % were in the "Ready" profile, 20 % percent of children were in the "Social-Emotional Risk" profile, and 28 % of children were in the "High Readiness" profile. For all outcomes, we found that profile membership predicted spring scores, after controlling for fall scores of each skill, suggesting that the constellation of kindergarten readiness skills matters more than any one skill. We also found that the quality of teacher–child interactions moderated associations between profile membership and changes in achievement and problem behavior for children within some groups. Results suggest that children enter kindergarten with unique profiles of skills and that supports for children may need to be individualized based on profiles to maximize social, emotional, and academic development. Results also suggest that high-quality teacher–child interactions may serve as an important protective and promotive factor for children with certain clusters of readiness skills at kindergarten entry. [ABSTRACT FROM AUTHOR]

This study examined the moderated mediating effect of teacher efficacy and resilience on the relationship between early childhood teachers' job satisfaction and teacher-child interactions. A survey was conducted on 409 early childhood teachers in Korea, and the collected data were analyzed using R 4.2.0 and the R version of PROCESSmacro 4.3. The results are as follows: first, early childhood teachers' job satisfaction had a positive effect on teacher efficacy and teacher-child interactions, and teacher efficacy had a positive effect on teacher-child interactions. Second, teacher efficacy had a positive mediating effect on the relationship between job satisfaction and teacher-child interactions. Third, resilience had a buffering moderating effect on the impact of job satisfaction on teacher efficacy. Lastly, the mediating effect of teacher efficacy on the relationship between early childhood teachers' job satisfaction and teacher-child interactions showed conditional effects depending on resilience. These results suggest the need to support the resilience of early childhood teachers as a part of their professionalism to connect the healthy professional life of early childhood teachers with the healthy growth of children. [ABSTRACT FROM AUTHOR]

IntroductionResilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increased attention as a key mechanism predicting a variety of important short- and long-term outcomes. The current study examined how the self-regulation skills of infants and toddlers in a classroom could potentially shape classroom interactions and quality which, in turn, could potentially shape the development of self-regulation skills of the individual infants and toddlers enrolled in the classroom across an early childhood program year. The unique contribution of this study is the focus on a critical component of resilience, self-regulation, in an understudied age group, infants and toddlers, in an important and understudied context, the infant-toddler early childhood classroom.MethodsData are from a statewide evaluation of early childhood programs serving children birth to age 3 growing up in low-income contexts. Multi-level mediation models were employed to examine the mediation effect of classroom quality between classroom-level self-regulation and individual children’s gain in self-regulation over a year.ResultsWe found a significant indirect path. The results showed that classroom-level self-regulation skills demonstrated by infants and toddlers in the fall predicted higher levels of teachers’ implementation of three important aspects of classroom quality – support for social-emotional, cognitive, and language development – in the winter. We also found that higher levels of teachers’ support for social-emotional, cognitive, and language development associated with children’s increased growth in self-regulation skills from fall to spring. The direct path from classroom-level self-regulation demonstrated in the fall to individual children’s gain in self-regulation was not significant.DiscussionThese findings, unique due to the focus on infants and toddlers in a classroom context, are discussed within the larger body of existing self-regulation research conducted with older children and prevalent theories outlining developmental mechanisms. Implications for both infant-toddler classroom practices and future research are addressed. Relative to practice, our findings have implications for informing how the development of self-regulation, an important component of resilience, can be supported in the youngest children, infants and toddlers, specifically those enrolled in center-based classrooms serving young children growing up in families with low incomes. We focus on the need to improve the support and professional development of infant-toddler teachers which, in turn, can improve classroom quality and foster resilience in infants and toddlers. Relative to research, our use of a relatively new measure of infant-toddler classroom quality, the Quality of Care for Infants and Toddlers (QCIT), shows how this tool can expand infant-toddler research, a need in the current literature. Future research using different measures, designs, analytical strategies, and diverse samples and contexts is needed to further explain very young children’s development of self-regulation, a critical component of resilience.

This research delved into the correlation between digital platforms and the dynamics of family-school collaboration within the context of parents with young children in Taiwan. It also examined the roles of parental involvement, teacher-child interactions, and online communication in this model. In the context of Taiwan, a research endeavor was undertaken to elucidate the viewpoints of parents with preschool-age children concerning digital platforms and their associated determinants. A Chinese-translated questionnaire included five latent factors: digital platforms, parental involvement, teacher-child interactions, online communication, and family-school partnerships. Employing a partial least-squares technique, we conducted an in-depth examination of the survey data, focusing on the evaluation of questionnaire latent factor reliability and validity within the measurement model. Subsequently, a path analysis was conducted to examine the hypothesized assumptions in the structural model. The findings indicated significant positive effects, with digital platforms enhancing parental involvement, teacher-child interactions, and online communication, ultimately leading to stronger family-school partnerships. Statistical analyses using a robust dataset consistently confirmed the significance of these associations. [ABSTRACT FROM AUTHOR]

Many prior studies have shown that teachers' child-centered beliefs are positively associated with children's literacy development, but the mechanism driving this association is not well understood. The aim of the study was to examine whether teachers' responsive teaching, a general factor of teacher–child interactions, served as a mediator between teachers' beliefs about children and children's literacy outcomes. A sample of 656 4-year old preschool children and their 59 head teachers was recruited. Children's literacy assessments were conducted at baseline and six months later. The quality of responsive teaching was measured by the Classroom Assessment Scoring System (CLASS) near the baseline time point. Results from structural equation modeling indicated that the effects of teachers' child-centered beliefs on children's literacy development were fully mediated by responsive teaching. The finding offers insights into classroom practices and teacher training. [ABSTRACT FROM AUTHOR]

The present study examines the quality and domains of teacher-toddler interactions and associations with structural characteristics using data from 95 German early childcare settings. The results of the confirmatory factor analysis supported a two-factor structure of interaction quality assessed by the CLASS Toddler: emotional and behavioural support (EBS) and engaged support for learning (ESL). The EBS domain showed higher quality ratings (M = 5.33, SD =.59) than the ESL domain (M = 3.23, SD =.70). Structural equation modelling was applied to estimate associations between those domains and structural characteristics within classrooms. Structural characteristics predicting interaction quality were teachers' age (for EBS), teachers' education (for ESL) and children's age composition in the classroom (for EBS and ESL). Overall, the two-factor structure of CLASS Toddler could be replicated. For high-quality interactions, teacher and classroom characteristics are crucial but need to be carefully distinguished. Beyond their limitations, these findings have implications that are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns.

Background and Objectives: This study was conducted to compare the effect of Mentalization-based therapy (MBT) and Filial therapy on Interactions of Student with ADHD. Materials and Methods: The research method was quasi-experimental with pre-, post-test, and follow-up with the control group. Furthermore, the statistical population was 7- to 9-year-old students with ADHD who were studying in regular schools in the six different districts of Isfahan. To select the sample, however, 42 students were nominated from the students who met the inclusion criteria and randomly divided into three groups: Mentalization-based therapy (n = 14); Filial therapy (n = 14), and control (n = 14). Results: The results show the parent-child and teacher-student interaction in the experimental groups was significantly improved (P ≤ 0.01). Also, the comparison of mean scores showed that in the parent-child relationship variable, there was no significant difference among Mentalization-based therapy (MBT) and Filial therapy groups (P ≥ 0.01), however, the difference was significant in the teacher-student relationship variable (P ≤ 0.01). Conclusions: Considering the efficiency of MBT and Filial therapy on Parent-child and teacher-child interactions of children with ADHD, the therapy provides an effective treatment method in Iran.

Theories posit that the quality of teacher–child interactions has a profound influence on children's development of executive function skills. However, prior research has yielded mixed findings regarding the associations between teacher–child interaction quality as measured by the Classroom Assessment Scoring System (CLASS) and children's executive function. In an attempt to examine the inconsistent findings, we performed a systematic review and meta-analysis to determine the associations between the three CLASS domains (i.e. Emotional Support, Classroom Organization, and Instructional Support) and children's gains in executive function. The systematic review presented an overview of the methodological approaches applied in the included studies. The meta-analysis examined the magnitude of the overall effects of CLASS domains on children's executive function. Four databases (i.e., PsycINFO, PsycARTICLES, Web of Science, and ERIC) and Google Scholar were used to search and locate relevant studies, leading to the identification and inclusion of Sixteen articles (published from 2009 to 2021) that met the inclusion criteria. Results of a random-effects model indicated that the overall effect sizes for all three CLASS domains were significant but small in magnitude (from 0.06 to 0.09). Our research findings did not provide strong support for the link between CLASS domains and children's executive function. We argue that it is necessary to revise and expand the current quality measures that focus on general teacher–child interactions. [ABSTRACT FROM AUTHOR]

Focusing on the period of 54-months (i.e., 4.5 years) through age 15, the current study explored the longitudinal influence of early childhood relational adversity (i.e., low-quality mother-child relationship) on adolescents' academic achievement and the moderating role of high-quality teacher-child interactions. Participants included 1077 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Academic success outcomes were obtained from official high school transcripts (i.e., grade point average at ninth grade) and direct assessments of adolescents' cognitive abilities at age 15 (i.e., language, literacy, and mathematics). High-quality teacher-child interactions throughout elementary school (i.e., first grade, third grade, and fifth grade) were measured at the classroom level and assessed using an observational tool of emotional climate and classroom management. Analyses of data revealed a significant three-way interaction. High-quality teacher-child interactions throughout elementary school moderated the relation between early childhood relational adversity and adolescent math development for children from middle and upper-class families, but not for children from lower-class families. Furthermore, child gender was found to moderate the relation between high-quality teacher-child interactions and adolescent language development. Specifically, high-quality teacher-child interactions were positively associated with adolescent female language development but negatively associated with male language development. Implications for the findings, future research, academic programs, and interventions are discussed. Highlights: Longitudinally examined teacher-child interactions as a buffer for adverse academic outcomes due to early childhood relational adversity. The moderating effect of quality teacher-child interactions differed for children from different socioeconomic backgrounds. Child gender moderated the relation between high-quality teacher-child interactions and adolescent language development. Academic trajectories are malleable and highlight the importance of contextual supports on developmental outcomes. Social and cultural groups' gender ideology variations could influence teacher role expectations and interaction quality. [ABSTRACT FROM AUTHOR]

• We utilized a bifactor analytic approach to examine teacher-child interactions. • Observed levels of positive peer engagement were of low-moderate quality. • Responsive teaching was positively related to peer sociability and assertiveness. • Cognitive facilitation was positively related to all dimensions of peer engagement. • Management and routines was negatively related to peer sociability and assertiveness. This cross-sectional study examines associations between PreK classroom-level teacher-child interaction quality and individual children's peer engagement quantity and quality. The study utilizes a sample of 714 children from 214 classrooms collected as part of the National Center for Research on Early Childhood Education Professional Development (NCRECE) study. Multilevel regression models using a bifactor analytic approach to measuring teacher-child interaction quality (resulting in three unique and uncorrelated factors) indicate that in classrooms with higher levels of responsive teaching practices, individual children exhibit greater peer sociability and assertiveness, but not communication. In classrooms with higher levels of cognitive facilitation, individual children display higher peer engagement across all measured dimensions (Sociability, Assertiveness, Communication), and greater observed potential for peer communication, operationalized as children's highest observed peer engagement score. Finally, in classrooms with more effective management and routines, individual children display lower peer sociability and assertiveness, but not communication. Implications are suggested for supporting children's peer engagement within early childhood classrooms. [ABSTRACT FROM AUTHOR]

This study investigated the effect of the use of content-specific material-based activities on children's mathematical skills, and changes in emotions for both sides with the help of math workstations to serve as responsive partners in delivering quality mathematics education to children and teachers. A total of 20 female kindergarten teachers and 625 children (female= 393, male=232, M = 64.57 months) studying in classes with disadvantages pertaining to materials participated in the study. The study used a fully mixed sequential equal status design, and quantitative data was analyzed using ANOVA and multilevel regression, while inductive content analysis was used to analyze qualitative data. The study found that teachers' development of facilitating alternative perspectives towards mathematics mitigated negative beliefs related to emotions arising from teachers' and children's negative experiences with mathematics. This study re-emphasizes the significance of emotional circumstances for learning mathematics in early childhood education, and teachers need game-based, effective, and innovative pedagogical approaches without prioritizing academic concerns. [ABSTRACT FROM AUTHOR]

• High quality teacher talk occurs infrequently in classrooms with low-income dual language learners (DLLs). • High quality teacher talk includes responsiveness. • Teachers' responsiveness predicts DLLs' English language outcomes. Teachers' use of language in the classroom (i.e., teacher talk) can have a positive impact on young children's oral language skills. This study examined the relationship between types of teacher talk and Spanish-English preschool dual language learners' (DLLs) oral language abilities. Classroom observations were conducted in 64 preschool classrooms serving students from low-income backgrounds with a high number of DLLs (N=401) using the Language Interaction Snapshot. Across classrooms, high quality teacher talk occurred infrequently with few instances of observed responsive and decontextualized language interactions. The most commonly observed types of teacher talk in English included giving directions and contextualized language. Results indicated that teachers' use of responsive language demonstrated the strongest relationship to DLLs' English language outcomes, despite its low occurrence in classrooms. Our results suggest the need for increased teacher training on the benefits of high-quality language interactions for children's language development, especially for young DLLs. Training should focus on responsive language strategies that preschool teachers can use when teaching DLLs. [ABSTRACT FROM AUTHOR]

This mixed-methods study investigated kindergarten teachers' changes in practice during book reading, following a professional development program using primarily in-class modeling. Quantitative video analysis indicated that a group of 11 teachers increased the number of language targets they worked on during book reading, and their use of scaffolding strategies after the intervention. Qualitative analysis of interviews and logbooks supported the quantitative findings and revealed that teachers changed their perceptions of the book-reading activity as well as children's contributions to teacher-child interactions. Professional development using in-class modeling could be considered in school settings and warrants further research. • PD using in-class modeling helps kindergarten teachers work on more language targets during book-reading. • PD using in-class modeling helps kindergarten teachers use more scaffolding strategies during book-reading. • PD using in-class modeling helps kindergarten teachers change their perceptions of book-reading. • PD using in-class modeling helps kindergarten teachers change their perceptions of children's contributions to interactions. [ABSTRACT FROM AUTHOR]

Studies have shown that children from a low socioeconomic status (SES) family are likely to have lower academic scores, indicating an SES-achievement gap. This inequality already starts in preschool and persists throughout children’s lives. Since executive functions (EFs) have been put forward as contributing factors in this SES-achievement gap, it is crucial to target early EF development to remediate the adverse effects of poverty. In this quasi-experimental study, a classroom program delivered by teachers (i.e., “Put your EF glasses on”) was implemented to strengthen preschoolers’ EFs, consistent with the idea that well-developed EFs can foster school readiness and prevent school failure. The program aimed to boost children’s EFs through high-quality teacher-child interactions, EF-supporting activities (e.g., games), and a supportive classroom structure. Teachers (n = 24) and children (n = 224, Mage = 52.61 months) from 8 Belgian schools participated in this quasi-experimental pilot study and were divided into experimental and control groups. Teachers in the experimental group carried out the program (receiving materials and coaching to support implementation), whereas teachers in the control group practiced teaching as usual. Before and after the program, all teachers filled out the BRIEF-P, a questionnaire about daily executive problems in preschool children. We compared the effect of the classroom program in low-SES versus middle-to-high-SES children on EF problem scores. Results revealed that all low-SES children started with significantly higher EF problems (total problem score, working memory, inhibition, and planning and organizing) scores than middle-to-high-SES children. A positive effect of the program was found among low-SES children. More specifically, EF problems (total problem score, working memory, shifting, and planning and organizing) remained stable over time in the low-SES group in the experimental group, but there was no program effect on emotional control and inhibition. In the control group, these EF problems increased for low-SES children, expanding the gap between low and middle-to-high-SES children. There were no program effects for middle-to-high-SES children. These results show that a teacher-mediated classroom program can support EF development, especially in preschoolers at sociodemographic risk.

• VAIL assessed teachers' skill identifying effective teacher-student interactions. • Greater teacher skill is associated with gains in children's language and literacy. • Greater teacher skill is associated with gains in children's learning behaviors. Although there is consistent evidence that emotionally and instructionally supportive teacher-child interactions foster children's early learning, and that teachers' skill in identifying such interactions is associated with effective practices, less is known about whether teachers' skill in identifying effective interactions itself has a direct association with children's learning. We examine this question in the current study, using an assessment called the Video Assessment of Interactions and Learning (VAIL). Prekindergarten teachers completed the VAIL by watching short videos and identifying instances of effective interactions. Children's gains in early language and literacy outcomes and early learning behaviors were greater when their teachers demonstrated higher levels of skill in observing and identifying effective interactions of other teachers on video. We discuss these findings in the context of literature on the role of teachers' observational skills in shaping their practices and the implications for professional development and teacher preparation. [ABSTRACT FROM AUTHOR]

Background and Objectives: This study was conducted to compare the effect of Mentalization-based therapy (MBT) and Filial therapy on Interactions of Student with ADHD. Materials and Methods: The research method was quasi-experimental with pre-, post-test, and follow-up with the control group. Furthermore, the statistical population was 7- to 9-year-old students with ADHD who were studying in regular schools in the six different districts of Isfahan. To select the sample, however, 42 students were nominated from the students who met the inclusion criteria and randomly divided into three groups: Mentalization-based therapy (n = 14); Filial therapy (n = 14), and control (n = 14). Results: The results show the parent-child and teacher-student interaction in the experimental groups was significantly improved (P < 0.01). Also, the comparison of mean scores showed that in the parent-child relationship variable, there was no significant difference among Mentalization-based therapy (MBT) and Filial therapy groups (P > 0.01), however, the difference was significant in the teacher-student relationship variable (P < 0.01). Conclusions: Considering the efficiency of MBT and Filial therapy on Parent-child and teacher-child interactions of children with ADHD, the therapy provides an effective treatment method in Iran. [ABSTRACT FROM AUTHOR]

With a growing number of multilingual children entering early childhood education, teachers are challenged to create appropriate learning opportunities for all children. Given diverse literacy skills and cultural backgrounds, early childhood educators might provide different support to children after an inappropriate child response depending on the child's language background. Therefore, the present study aimed to identify different types of teacher third-position support (i.e., support provided after not being satisfied with the child response or nonresponse) in interaction with multilingual and monolingual kindergartners. We conducted a multiple case study in which three kindergarten teachers and seven multilingual and five monolingual children were observed in the classroom during one school year. Support sequences were analyzed using content analysis. We identified six different types of teacher third-position support in educational interactions with multilingual children: allocate turn to another child, provision of hints, reduction of choice, establishing common ground, modeling, and using the home language. Teachers tended to use reduction of choice more with multilingual children, whereas provision of hints was used more with monolingual children. Overall, the presented study enabled us to obtain an in-depth view of how teachers differentially adopt types of third-position support in interaction with multilingual and monolingual kindergartners. [ABSTRACT FROM AUTHOR]

Theory and research point to the daily interactions between individual children and teachers as formative to teacher–child relationships, yet observed dyadic teacher–child interactions in preschool classrooms have largely been overlooked. This study provides a descriptive examination of the quality of individual children's interactions with their teacher as a basis for understanding one source of information theorized to inform children's and teachers' perceptions of their relationships with each other. Children's dyadic interactions with teacher, including their positive engagement, communication, and conflict, were observed across a large and racially/ethnically diverse sample of 767 preschool children (M = 4.39 years) at three time points in the year. On average, most children displayed low-to-moderate levels of positive engagement (78%), while nearly all children showed rare communication (81%) and conflict (99%) with the teacher. Boys demonstrated lower positive engagement and higher conflict with the teacher than girls. Black children were observed to demonstrate higher positive engagement with the teacher compared to White children. No differences in interaction quality were observed for Black children with a White teacher compared to White child-White teacher or Black child-Black teacher pairs. Results advance our understanding of dyadic teacher–child interactions in preschool classrooms and raise new questions to expand our knowledge of how teacher–child relationships are established, maintained, and modified, to ultimately support teachers in building strong relationships with each and every preschooler. [ABSTRACT FROM AUTHOR]

The present study observed 86 three-year-old children (M = 43.7, SD = 6.4) from 15 Swiss childcare groups, to investigate multiple individual and contextual contributions to toddlers' positive engagement with peers. The children's individual characteristics (age, sex and social skills) and childcare-related predictors (emotional and behavioural support from caregivers, and structural group features) were assessed. We employed the child-by-environment perspective and tested the hypothesis that high-quality behavioural and emotional support provided by caregivers benefits children with deficits in social abilities. Results of the multilevel structural equation modelling indicated that toddlers rated by caregivers as sociable and assertive showed more positive situation-specific peer engagement, especially with a concomitant higher quality of caregiver emotional and behavioural support. By contrast, being prosocial-cooperative was negatively associated with observed peer engagement. Thus, children's social skills were found to be the most important factor for peer engagement in childcare settings. Important suggestions for future research are made, and practical implications are discussed. [ABSTRACT FROM AUTHOR]

This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector.

The existing literature on early childhood education (ECE) quality is predominantly from the US or other developed countries. In low-and-middle-income countries (LMICs), systematic research on ECE quality, however, is very limited. In the present study, we explore variation in structural and process indicators of ECE quality in two Eastern European LMICs, Kosovo and Ukraine, using the Classroom Assessment Scoring System Pre-K (CLASS) as a measure of process quality for the first time in these countries. We also include Finland because governments in Kosovo and Ukraine show a particular interest in the Finnish education model to inform policy reforms. Participants were kindergarten teachers (n=177) from these three countries who were observed in their classrooms and asked to complete questionnaires. Results indicated variability in ECE quality at various levels, both within and across the three countries. Directions for future research and implications for practice and policy development in LMICs are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher consultation is commonly used to ensure that classroom-based interventions are implemented with fidelity to achieve targeted outcomes, yet the consultation process is not well understood. Consultant-teacher relationship quality is one feature of consultation that may promote intervention outcomes—both directly and indirectly via teachers' implementation. The current study used mediation models to examine the direct links between consultant-teacher relationship quality, assessed from the perspective of the consultant and teacher, and observed dyadic teacher–child interactions, as well as the indirect effect through teachers' implementation fidelity and dosage. Implementation data come from the Banking Time intervention (N = 168 children, 57 teachers), a dyadic teacher–child intervention that targets the quality of interactions between teachers and preschoolers perceived to display disruptive behavior. Consultants (N = 4) worked with teachers to support their implementation of specific Banking Time practices. Findings supported a direct link between consultant-reported relationship quality and teachers' observed interactions with children; however, no evidence for an indirect effect was found. Consultant-reported relationship quality predicted implementation dosage but not fidelity. Across findings, consultant-reported relationship quality emerged as a stronger predictor of outcomes than teacher-reported relationship quality. Results have implications for school-based interventions that employ teacher consultation to support teachers. [ABSTRACT FROM AUTHOR]

The present study investigated the relationship between teacher-child interaction quality and children's social-emotional and language development. Also considered was the level/status of classroom quality in preschool setting. Classroom Assessment Scoring System Pre-K (CLASS Pre-K), the Devereux Early Childhood Assessment (DECA-P2), and Peabody Picture Vocabulary Test (PPVT-IV) were used to collect data from 177 children and 55 teachers in preschool centres of Arba Minch town, Ethiopia. Emotional support, classroom organization, and instructional support were not significantly correlated with children's social-emotional and language development. An average level of classroom quality was observed in emotional support domain while classroom organization and instructional support were each rated at the low end. The findings reveal a need for Ethiopian preschool teachers to improve the quality of classroom organization and instructional support in order to promote children's optimal development. Limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

Toddler tantrums are a typical part of child development but can cause stress to the teacher–child relationship (Schindler et al., 2015). Understanding how to resolve tantrums is an important skill, yet there is little research to guide teachers. The present study observed two toddler‐classrooms, examining teachers' responses to 46 tantrums, and the results of these responses. Exploratory analysis examined the applicability of a popular framework for conceptualizing tantrums as emotional or cognitive. Results suggest when toddler teachers used a combination of emotionally supportive strategies, 91% of tantrums were resolved. The use of controlling strategies suggests teachers need support on effective responses to tantrums. The ability to categorize tantrums suggests a framework many practitioners endorse could be useful in communicating effective strategies. [ABSTRACT FROM AUTHOR]

Previous research has found that the quality of teacher-child interactions is considered one of the primary mechanisms to foster children’s language, mathematics, socioemotional, and self-regulation development. The study describes the quality of teacher-child interactions measured with the Classroom Assessment Scoring System (CLASS) in 59 preschool classrooms in Rio de Janeiro public schools. It estimates the impact of classroom interactions on children’s cognitive development. The data is a subsample of a longitudinal study that tracked children over two years in preschool and presents a probabilistic single-stage cluster sample (school as the primary sampling unit) from the Rio de Janeiro municipal public system with 2716 children assessed. Confirmatory factor analysis provides evidence to support three specific domains of teacher-child interactions in Brazil. Multilevel models estimated the relationship between teacher-child interactions and cognitive development with cross-sectional and value-added models. Results suggest that instructional support positively correlates with language and mathematics development, even after controlling for baseline measures. Implications for educational policy are discussed.

Writing is essential for communication in literate societies, and its successful acquisition and development is central to academic achievement. Beginning in early childhood, preschool-age children gradually develop componential skills within the domains of handwriting, spelling, and composing that ultimately enable them to translate thoughts and ideas into printed words to convey a message. Previous research has largely focused on teachers' practices in the general classroom context. In this study, we applied a fine-grained approach to examine preschool teachers' instructional practices for supporting children's early writing skills in a dyadic (i.e., one-on-one) context. The key aims were: (1) to describe teachers' supportive strategies for handwriting, spelling, and composing within a dyadic writing task; and (2) to determine whether teachers' supportive strategies varied according to the domain of writing they addressed. We asked thirty teacher–child dyads to complete a picture description writing task, and used a researcher-developed coding scheme to document teachers' supportive strategies. Descriptive analyses revealed that teachers frequently used directives, modeling, and closed-ended requests, and that there was wide variation in teachers' supportive strategies for writing, Moreover, teachers' instruction primarily focused on spelling and composing, and less so on handwriting. Accordingly, our findings help to complement and extend the extant literature regarding teachers' writing practices by providing a detailed description of teachers' strategies to facilitate children's writing and demonstrating the ways in which these strategies vary within a dyadic context. [ABSTRACT FROM AUTHOR]

In this article, the authors adapt the Family Musicking Framework (Koops, 2020) for use in exploring teacher-child interactions in early childhood classrooms (birth to age 6). The Family Musicking Framework contextualizes family musical interactions using the paired concepts of musical parenting/parenting musically and practical musicking/relational musicking (Small, 1998). The adapted framework explores teacher-child interaction in teaching children music and using music to teach children in other domains, as well as practical musicking/relational musicking in the classroom. The authors argue that this framework can illuminate current explorations of teacher-child interactions with music in the areas of enhancing teacher responsiveness, facilitating creative expression by teachers and children by expanding awareness of the goals of musicking in the early childhood classroom, and increasing teacher confidence to incorporate musicmaking in the classroom. [ABSTRACT FROM AUTHOR]

This article presents initial psychometric data for scores on the Child Responsiveness Scale (CRS), an observational measure to assess child responsiveness to teacher delivery of practices designed to promote social-emotional competencies. In Study 1, 633 live observations conducted with 54 teachers and 91 children at risk for emotional and behavioral disorders in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the CRS item scores, averaged .67 (SD = .06; range .55 to .72). The CRS scale scores demonstrated sensitivity to variation across teachers, children, and coders. In Study 2, 634 recorded observations with 52 teachers and 52 children in early childhood classrooms were rated independently by two coders. Interrater reliability, ICC(2,2), for the item scores, averaged .62 (SD = .08; range .53 to .74). An exploratory factor analysis and a confirmatory factor analysis conducted on separate samples indicated that the items were best represented as two correlated factors, one for positive and one for negative items. Analyses provided preliminary evidence for CRS scale score validity. Future research directions are discussed regarding using the CRS to evaluate child responsiveness’s role in promoting child outcomes in early childhood classrooms. [ABSTRACT FROM AUTHOR]

The importance of building healthy relationships with food in children's early years is of paramount importance. Building on prior work exploring the social and linguistic practices in infant eating interaction experiences, this research uses a multimodal conversation analysis approach to explore how mealtime interactions are managed as a co-constructed activity between infants (0–2 years) and early childhood teacher-practitioners. Here we will explore video data recorded during mealtimes in an early childhood setting in Mid-Wales, where infants orient to recruitments for assistance and teachers provide offers of help with food items throughout the data. Analysis demonstrates 1) infant recruitment of help through embodied 'showing' an item causing a problem in multimodal ways, initiating joint attention that mobilises an offer from an adult in the shape of 'do you want me to X' and 2) adult initiation of an offer of help in the shape of 'would you like me to X' that are not prompted by infants 'showing' an item. Such practices demonstrate infant social competence in recruiting assistance through multimodal resources, and adult's noticings that help is required and their initiation of provision of assistance. The detailed exploration into the ways in which mealtimes are a collaboratively achieved experience reveals how infants effectively contribute in resourceful ways, and how teacher-practitioner responses frame mealtimes as co-produced activities. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Early Childhood is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teachers usually interact with their students in various ways including instruction. If there is a conflict occurs between child and teacher, teachers may have the tendency to use several strategies to regulate this position. Teachers who may not know or not have adequate skills how to handle problems or problem behaviors of children within classroom may lead children to experience various forms of emotional maltreatment. In this study, we focused on emotional maltreatment reported by teachers when they encounter problem behaviors of their students or conflicts within the classroom. It was a qualitative study with 91 female preschool teachers from ten schools. We prepared four semi structured questions to ask about typical problem situations they might encounter within their classes. Teachers were supposed to answer questions based on their experiences and/or opinions concerning how they would handle those kinds of situations. They mostly repeated deprivation which means removing materials/resources that make child feeling comfortable, threatening to remove materials/resources from the physical environment, not being sensitive enough to the needs of child, embarrassing child in front of others, ignoring child who has problem by leaving on his/her own. Results were discussed based on teachers’ role within interactions in a classroom context to affect their emotions, thinking styles, well-being and involvement in classroom activities.

This exploratory study was aimed primarily at developing baseline data on the quality of teacher-child interactions in Singapore pre-school classrooms. Data were collected through observations of teacher-child interactions in 80 pre-schools, using the Classroom Assessment Scoring System (CLASS) in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). It was found that the overall quality of teacher-child interactions in the Singapore pre-school classrooms was low to moderate, with Instruction Support being the lowest. This finding is similar to that found in studies conducted in many other countries including China and the U.S. (Slot, 2017). Possible reasons and explanations will be presented, and suggestions to improve or enhance the quality of teacher-child interactions will be proposed. This study has implications on pre-school teacher education and professional development as well as government policies and regulations for the Singapore pre-school sector. [ABSTRACT FROM AUTHOR]

Research documents that young children in high-quality teacher–child relationships experience better school adjustment and are more engaged in learning. Yet, many American kindergarten (age 5) teachers report spending less time on relationship building and children's social and emotional development given pressure to have students reading and writing fluently by the end of the school year. In an attempt to better understand the dilemma facing today's American kindergarten teachers, the principal investigator chose to re-enter the field while on sabbatical from her position as professor at a 4-year university. Through the use of qualitative methods and participant observation, she collected data in a variety of ways. Results revealed attempts to intentionally plan for relationship building and integrate relationship building into the academic curriculum. The teacher also built relationships with students by capitalizing on small moments and following the lead of the children. The study has a variety of implications for practitioners and for future research. [ABSTRACT FROM AUTHOR]