An examination of patterns of caregiver responsiveness and toddler communication in early childhood classrooms

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Early Childhood Teacher Education Pub Date : 2021-11-22 DOI:10.1080/10901027.2021.2005189

Victoria T. Eshelman, Rebecca G. Lieberman-Betz, Cynthia O. Vail, Jennifer A. Brown

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引用次数: 1

Abstract

ABSTRACT Young children’s communication is dependent upon caregivers’ responsiveness to their behaviors; however, little is known about the responsiveness of toddler teachers to children in their classrooms. To increase teachers’ responsiveness to children’s behavior, a peer-coaching model was implemented in three Early Head Start classrooms. The peer-coaching model was developed to (a) increase frequency of appropriate infant/toddler teacher responses to children in their classroom, (b) increase engagement of children, and (c) support early communication of infants and toddlers. This study documented toddlers’ communication with their teachers to examine trends in toddler communication and teacher responsiveness. Results of this descriptive study suggest a pattern whereby child communication acts were higher when teachers’ responsiveness was higher. This finding supports the need for future research regarding best practices in increasing quality interactions between toddlers and caregivers to support communication development in early care and education settings.

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幼儿课堂中照顾者反应和幼儿沟通模式的研究

幼儿的沟通依赖于照顾者对其行为的反应;然而，我们对幼儿教师在课堂上对孩子的反应知之甚少。为了提高教师对儿童行为的反应能力，在三个早期学前教育教室中实施了同伴辅导模式。同伴辅导模式的发展是为了(a)增加婴幼儿教师在课堂上对儿童做出适当回应的频率，(b)增加儿童的参与度，(c)支持婴幼儿的早期沟通。本研究记录了幼儿与老师的沟通，以研究幼儿沟通和教师回应的趋势。本描述性研究的结果表明，教师的反应性越高，儿童的沟通行为越高。这一发现支持了未来关于提高幼儿和照顾者之间高质量互动的最佳实践的研究，以支持早期护理和教育环境中的沟通发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Early Childhood Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.20

自引率

16.70%

发文量

期刊介绍： The Journal of Early Childhood Teacher Education, the official journal of the National Association of Early Childhood Teacher Educators, publishes original manuscripts, reviews, and information about association activities. Its purpose is to provide a forum for consideration of issues and for exchange of information and ideas about research and practice in early childhood teacher education. JECTE welcomes research reports, position papers, essays on current issues, reflective reports on innovative teacher education practices, letters to the editor and book reviews.