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Teacher–Child Interactions in Early Childhood Education and Care Classrooms

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Australian ECEC
caregiver education role
Category=JNLA
children's competencies development
Children's Emergent Literacy Skills
Children's Pre-academic Skills
Children’s Emergent Literacy Skills
Children’s Pre-academic Skills
Class Dimension
Class Domain
Class Pre-K
Class Score
classroom process quality
cross-cultural early childhood research
Early Childhood Classroom Observation Measure
early years pedagogy
ECEC Classroom
ECEC classrooms
ECEC Context
ECEC Environment
ECEC Professional
ECEC Programme
ECEC Quality
ECEC Service
ECEC Setting
Educational Process Quality
educator professional development
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Facilitated Exploration
Final Preschool Year
gender differences in education
Global Process Quality
High Quality Teacher Child Interactions
infant child care classrooms
Low Classroom Quality
Low Instructional Support
observational assessment methods
preschool language acquisition
Process Quality Indicators
Teacher Child Interactions

Product details

  • ISBN 9781032839028
  • Weight: 380g
  • Dimensions: 174 x 246mm
  • Publication Date: 24 Jun 2024
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Paperback
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Description

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.
About

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.