Teacherchild Interactions in Early Childhood Education Care Characteristics, Predictivity, Dependency and Methodological Issues

How children's development is shaped by Early Childhood Education and Care (ECEC) classrooms and especially by teacher-child interactions in those settings is a major issue in research and politics, which has been researched for several decades. This book investigates this important topic by raising three overarching questions:
(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.

A propos de l'auteur

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.

Résumé

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.

Détails du produit

• Collaboration: Wilfried (University of Innsbruck Smidt (Editeur), Simone Lehrl (Editeur), Wilfried Smidt (Editeur)
• Auteurs: Wilfried (University of Innsbruck Smidt, Wilfried Lehrl Smidt
• Edition: Taylor & Francis Ltd.
• Contenu: Livre
• Forme du produit: Livre Relié
• Date de parution: 29.02.2020
• Catégorie: Sciences humaines, art, musique > Pédagogie > Pédagogie, jardin d'enfants, préscolaire
• EAN: 9780367437596
• ISBN: 978-0-367-43759-6
• Nombre de pages: 154
• Catégories: Pre-school & kindergarten, Pre-school and kindergarten, Early Years Pedagogy, educator professional development, ECEC Service, ECEC Programme, observational assessment methods, cross-cultural early childhood research, gender differences in education, preschool language acquisition, classroom process quality, ECEC Context, ECEC Environment, ECEC Quality, Class Score, ECEC Professional, Global Process Quality, Australian ECEC, Class Dimension, Facilitated Exploration, Class Pre-K, Children’s Pre-academic Skills, Final Preschool Year, Process Quality Indicators, Early Childhood Classroom Observation Measure, Class Domain, High Quality Teacher Child Interactions, Low Classroom Quality, Low Instructional Support, Children’s Emergent Literacy Skills