Stability and change in early childhood classroom interactions during the first two hours of a day
Stability and change in early childhood classroom interactions during the first two hours of a day
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DOI：
10.1016/j.ecresq.2010.02.004
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发表时间：
2010-09-01
影响因子：
3.7
通讯作者：
Pianta, Robert C.
中科院分区：
文献类型：
--
作者：
Curby, Timothy W.;Grimm, Kevin J.;Pianta, Robert C.
幼儿教室以多种方式支持儿童的学习。最重要的是教师与孩子的互动。课堂互动的类型和质量各不相同，可分为三个领域：教学、组织和情感。本研究的目的是检验课堂互动质量随时间稳定的程度，以及某些类型的互动（如组织）在典型的学前班一天的前两个小时内为其他类型的互动（如教学）奠定基础的程度。使用课堂评估评分系统对教室（n = 693）进行四个连续观察周期（观察20分钟，评分10分钟）的观察。自回归模型的稳定性估计显示课堂互动的质量高度稳定。然后拟合潜在差异评分模型，以确定这些教师互动领域如何随着时间的推移相互关联。与假设相反，更高水平的课堂组织和情感支持与教学支持的积极变化无关。然而，最后的模型表明，课堂组织和情感支持随着时间的推移彼此呈正相关。也就是说，较高的课堂组织水平与下一个观察周期较高的情感支持水平相关，反之亦然。对课堂互动的理解和互动测量的含义进行了讨论。(C) 2010爱思唯尔公司版权所有。
Early childhood classrooms support children's learning in a variety of ways. Of critical importance are the interactions teachers have with children. The type and quality of classroom interactions vary and can be grouped into three domains: instructional, organizational, and emotional. The purpose of this study is to examine the extent to which the quality of classroom interactions in stable over time and the extent to which certain types of interactions (e.g., organizational) set the stage for other types of interactions (e.g., instructional) during the first two hours of a typical pre-k day. Classrooms (n = 693) were observed during four contiguous observation cycles (20 min for observation, 10 min for ratings) using the Classroom Assessment Scoring System. Stability estimates from autoregressive models showed the quality of classroom interactions was highly stable. Latent difference score models were then fit to determine how these domains of teacher interactions related with one another over time. Contrary to hypotheses, higher levels of Classroom Organization and Emotional Support were not related to positive changes in Instructional Support. However, the final model indicated that Classroom Organization and Emotional Support were positively related to one another over time. That is, higher levels of Classroom Organization were related to higher levels of Emotional Support at the next observation cycle and vice versa. Implications for the understanding of classroom interactions and the measurement of interactions are discussed. (C) 2010 Elsevier Inc. All rights reserved.