Special Education Teachers’ Interactive Styles in Early Education

Detalhes bibliográficos
Autor(a) principal: Grande, Catarina
Data de Publicação: 2010
Outros Autores: Pinto, Ana Isabel
Tipo de documento: Artigo
Idioma: por
Título da fonte: Psicologia (Universidade de Brasília. Online)
Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17418
Resumo: This study intended to characterize special education teachers’ interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers’ characteristics and children’s observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher’s interactions tend to promote more sophisticated levels of children’s engagement, and are thus recommended.
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spelling Special Education Teachers’ Interactive Styles in Early EducationEstilos Interactivos de Educadoras do Ensino Especial em Contexto de Educação-de-InfânciaInterações educador-criançaNecessidades educativas especiaisCreche/jardim-de-infânciaIntervenção precoceTeacher-child interactionsSpecial education needsDay care/child care centersEarl childhood interventionThis study intended to characterize special education teachers’ interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers’ characteristics and children’s observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher’s interactions tend to promote more sophisticated levels of children’s engagement, and are thus recommended.Este estudo pretendeu caracterizar os estilos interactivos das educadoras do Ensino Especial ao se relacionarem com crianças com Necessidades Educativas Especiais (NEE) integradas em creches/jardins-de-infância do Porto. Participaram 50 educadoras e 50 crianças. Os comportamentos interactivos foram avaliados utilizando a Escala de Avaliação dos Estilos de Ensino. O envolvimento das crianças foi codificado por meio do EQUAL-III. A análise de clusters identificou dois sub-grupos: (i) educadoras que utilizam mais frequentemente comportamentos directivos; (ii) educadoras nas quais predominam comportamentos elaborativos e responsivos. Os subgrupos distinguiram-se em características de qualidade estrutural da sala, da educadora e do envolvimento da criança. As crianças com NEE parecem se beneficiar de interacções baixas em directividade. Interacções elaborativas-responsivas tendem a promover níveis mais sofisticados de envolvimento, pelo que são recomendadas.Instituto de Psicologia - Universidade de Brasília2010-02-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/revistaptp/article/view/1741810.1590/S0102-37722009000400010Psicologia: Teoria e Pesquisa; Vol. 25 No. 4: Psicologia: Teoria e Pesquisa; 547Psicologia: Teoria e Pesquisa; Vol. 25 Núm. 4: Psicologia: Teoria e Pesquisa; 547Psicologia: Teoria e Pesquisa; Vol. 25 No. 4: Psicologia: Teoria e Pesquisa; 547Psicologia: Teoria e Pesquisa; v. 25 n. 4: Psicologia: Teoria e Pesquisa; 5471806-34460102-3772reponame:Psicologia (Universidade de Brasília. Online)instname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/revistaptp/article/view/17418/15933Grande, CatarinaPinto, Ana Isabelinfo:eu-repo/semantics/openAccess2018-10-19T17:28:39Zoai:ojs.pkp.sfu.ca:article/17418Revistahttps://periodicos.unb.br/index.php/revistaptp/indexPUBhttps://periodicos.unb.br/index.php/revistaptp/oairevistaptp@gmail.com1806-34460102-3772opendoar:2018-10-19T17:28:39Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Special Education Teachers’ Interactive Styles in Early Education
Estilos Interactivos de Educadoras do Ensino Especial em Contexto de Educação-de-Infância
title Special Education Teachers’ Interactive Styles in Early Education
spellingShingle Special Education Teachers’ Interactive Styles in Early Education
Grande, Catarina
Interações educador-criança
Necessidades educativas especiais
Creche/jardim-de-infância
Intervenção precoce
Teacher-child interactions
Special education needs
Day care/child care centers
Earl childhood intervention
title_short Special Education Teachers’ Interactive Styles in Early Education
title_full Special Education Teachers’ Interactive Styles in Early Education
title_fullStr Special Education Teachers’ Interactive Styles in Early Education
title_full_unstemmed Special Education Teachers’ Interactive Styles in Early Education
title_sort Special Education Teachers’ Interactive Styles in Early Education
author Grande, Catarina
author_facet Grande, Catarina
Pinto, Ana Isabel
author_role author
author2 Pinto, Ana Isabel
author2_role author
dc.contributor.author.fl_str_mv Grande, Catarina
Pinto, Ana Isabel
dc.subject.por.fl_str_mv Interações educador-criança
Necessidades educativas especiais
Creche/jardim-de-infância
Intervenção precoce
Teacher-child interactions
Special education needs
Day care/child care centers
Earl childhood intervention
topic Interações educador-criança
Necessidades educativas especiais
Creche/jardim-de-infância
Intervenção precoce
Teacher-child interactions
Special education needs
Day care/child care centers
Earl childhood intervention
description This study intended to characterize special education teachers’ interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers’ characteristics and children’s observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher’s interactions tend to promote more sophisticated levels of children’s engagement, and are thus recommended.
publishDate 2010
dc.date.none.fl_str_mv 2010-02-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17418
10.1590/S0102-37722009000400010
url https://periodicos.unb.br/index.php/revistaptp/article/view/17418
identifier_str_mv 10.1590/S0102-37722009000400010
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/revistaptp/article/view/17418/15933
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.publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
publisher.none.fl_str_mv Instituto de Psicologia - Universidade de Brasília
dc.source.none.fl_str_mv Psicologia: Teoria e Pesquisa; Vol. 25 No. 4: Psicologia: Teoria e Pesquisa; 547
Psicologia: Teoria e Pesquisa; Vol. 25 Núm. 4: Psicologia: Teoria e Pesquisa; 547
Psicologia: Teoria e Pesquisa; Vol. 25 No. 4: Psicologia: Teoria e Pesquisa; 547
Psicologia: Teoria e Pesquisa; v. 25 n. 4: Psicologia: Teoria e Pesquisa; 547
1806-3446
0102-3772
reponame:Psicologia (Universidade de Brasília. Online)
instname:Universidade de Brasília (UnB)
instacron:UNB
instname_str Universidade de Brasília (UnB)
instacron_str UNB
institution UNB
reponame_str Psicologia (Universidade de Brasília. Online)
collection Psicologia (Universidade de Brasília. Online)
repository.name.fl_str_mv Psicologia (Universidade de Brasília. Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv revistaptp@gmail.com
_version_ 1800211711684247552

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