Stability and change in teacher-infant interaction quality over time
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/15902 |
Resumo: | Given that an increasing number of infants spend part of the day in center-based childcare in many coun-tries, understanding infants’ education and care experiences in these settings is essential. The aims ofthis study are to examine change in teacher-infant interaction quality over time, and to determine theextent to which teacher and classroom structural characteristics are associated with change in teacher-infant interaction quality. Ninety infant childcare classrooms from the greater metropolitan area of Porto,Portugal, participated in this study. Each classroom was observed twice (6-month interval between Time1 and Time 2) by trained and reliable observers using the Infant/Toddler Environment Rating Scale –Revised (ITERS-R; Harms et al., 2006), the Classroom Assessment Scoring System – Infant (CLASS-Infant;Hamre et al., 2014), and the Caregiver Interaction Scale (CIS; Arnett, 1989). Additionally, teachers pro-vided demographic information about themselves and structural characteristics of the classroom. Overallresults indicated that the quality of teacher-infant interactions changed over time, with a general trendtoward lower quality at Time 2. The increase in infant:adult ratio from Time 1 to Time 2 was an impor-tant predictor of process quality levels at Time 2, after controlling for prior quality and other structuralcharacteristics. These findings can be informative for policymaking as group size and number of adultsper classroom are regulated features of childcare in many countries, including Portugal. |
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Stability and change in teacher-infant interaction quality over timeInfantsEarly childhood education and careProcess qualityStability and changeGiven that an increasing number of infants spend part of the day in center-based childcare in many coun-tries, understanding infants’ education and care experiences in these settings is essential. The aims ofthis study are to examine change in teacher-infant interaction quality over time, and to determine theextent to which teacher and classroom structural characteristics are associated with change in teacher-infant interaction quality. Ninety infant childcare classrooms from the greater metropolitan area of Porto,Portugal, participated in this study. Each classroom was observed twice (6-month interval between Time1 and Time 2) by trained and reliable observers using the Infant/Toddler Environment Rating Scale –Revised (ITERS-R; Harms et al., 2006), the Classroom Assessment Scoring System – Infant (CLASS-Infant;Hamre et al., 2014), and the Caregiver Interaction Scale (CIS; Arnett, 1989). Additionally, teachers pro-vided demographic information about themselves and structural characteristics of the classroom. Overallresults indicated that the quality of teacher-infant interactions changed over time, with a general trendtoward lower quality at Time 2. The increase in infant:adult ratio from Time 1 to Time 2 was an impor-tant predictor of process quality levels at Time 2, after controlling for prior quality and other structuralcharacteristics. These findings can be informative for policymaking as group size and number of adultsper classroom are regulated features of childcare in many countries, including Portugal.Repositório Científico do Instituto Politécnico do PortoPessanha, ManuelaPeixoto, CarlaBarros, SílviaCadima, JoanaPinto, Ana IsabelCoelho, VeraBryant, Donna M.2020-04-28T14:55:04Z20172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.22/15902eng10.1016/j.ecresq.2016.10.003info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T13:01:16ZPortal AgregadorONG |
dc.title.none.fl_str_mv |
Stability and change in teacher-infant interaction quality over time |
title |
Stability and change in teacher-infant interaction quality over time |
spellingShingle |
Stability and change in teacher-infant interaction quality over time Pessanha, Manuela Infants Early childhood education and care Process quality Stability and change |
title_short |
Stability and change in teacher-infant interaction quality over time |
title_full |
Stability and change in teacher-infant interaction quality over time |
title_fullStr |
Stability and change in teacher-infant interaction quality over time |
title_full_unstemmed |
Stability and change in teacher-infant interaction quality over time |
title_sort |
Stability and change in teacher-infant interaction quality over time |
author |
Pessanha, Manuela |
author_facet |
Pessanha, Manuela Peixoto, Carla Barros, Sílvia Cadima, Joana Pinto, Ana Isabel Coelho, Vera Bryant, Donna M. |
author_role |
author |
author2 |
Peixoto, Carla Barros, Sílvia Cadima, Joana Pinto, Ana Isabel Coelho, Vera Bryant, Donna M. |
author2_role |
author author author author author author |
dc.contributor.none.fl_str_mv |
Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Pessanha, Manuela Peixoto, Carla Barros, Sílvia Cadima, Joana Pinto, Ana Isabel Coelho, Vera Bryant, Donna M. |
dc.subject.por.fl_str_mv |
Infants Early childhood education and care Process quality Stability and change |
topic |
Infants Early childhood education and care Process quality Stability and change |
description |
Given that an increasing number of infants spend part of the day in center-based childcare in many coun-tries, understanding infants’ education and care experiences in these settings is essential. The aims ofthis study are to examine change in teacher-infant interaction quality over time, and to determine theextent to which teacher and classroom structural characteristics are associated with change in teacher-infant interaction quality. Ninety infant childcare classrooms from the greater metropolitan area of Porto,Portugal, participated in this study. Each classroom was observed twice (6-month interval between Time1 and Time 2) by trained and reliable observers using the Infant/Toddler Environment Rating Scale –Revised (ITERS-R; Harms et al., 2006), the Classroom Assessment Scoring System – Infant (CLASS-Infant;Hamre et al., 2014), and the Caregiver Interaction Scale (CIS; Arnett, 1989). Additionally, teachers pro-vided demographic information about themselves and structural characteristics of the classroom. Overallresults indicated that the quality of teacher-infant interactions changed over time, with a general trendtoward lower quality at Time 2. The increase in infant:adult ratio from Time 1 to Time 2 was an impor-tant predictor of process quality levels at Time 2, after controlling for prior quality and other structuralcharacteristics. These findings can be informative for policymaking as group size and number of adultsper classroom are regulated features of childcare in many countries, including Portugal. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 2017-01-01T00:00:00Z 2020-04-28T14:55:04Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/15902 |
url |
http://hdl.handle.net/10400.22/15902 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1016/j.ecresq.2016.10.003 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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1777302349158547456 |