The current study examined the extent to which associations between participation in a targeted state-funded pre-kindergarten (pre-k) program and children’s literacy, numeracy, executive function (EF), and social-emotional skills were moderated by the quality of teacher-child interactions. Data came from an evaluation of a state-funded pre-k program including children enrolled in pre-k and those in a matched comparison group. The sample consisted of 558 children (Mage = 57.74 months) from two cohorts (48.9% female; 43.7% African American; 0.8% Asian; 32.3% European American; 12.4% Hispanic; 10.4% Multiracial). Children’s school readiness assessments and teacher surveys were collected during fall and spring of the preschool year. Research assistants assessed teacher-child interactions using the Pre-K Classroom Assessment Scoring System (CLASS; Pianta, La Paro, Hamre, 2008) once in the winter of the preschool year. Two-level multilevel linear models were conducted for each school readiness domain and included a variety of control variables. Results suggested that emotional support, classroom organization, and instructional support did not significantly moderate the relation between pre-k participation and literacy, numeracy, EF, and social-emotional skills.

A number of preschool children engage in consistent problem behaviors that place them at-risk for developing emotional and behavioral disorders. These problem behaviors have been associated with poorer short and long-term outcomes for young children. Teacher-child relationships (i.e. conflict and closeness) and positive interactions between teachers and children may be reciprocally associated with problem behavior (e.g. teacher-child closeness reducing problem behavior). The purpose of this study was to explore the longitudinal bi-directional relations between teacher-child relationships, teacher-child interactions, and problem behavior over a single school year. Using a cross-lagged panel model, data from a larger randomized control trial of the BEST in CLASS program, was examined across three time points, and differences based on intervention participation were examined. Results indicated that there were far fewer paths in the business as usual group compared to the BEST in CLASS group. As expected, in the comparison group, problem behavior at Time 1 predicted lower levels of closeness at Time 2, however, this relation was not significant in the BEST in CLASS group. In the BEST in CLASS model problem behavior at Time 1 negatively predicted Time 2 positive interactions and there was a cross-lagged association with problem behavior at Time 1 predicting higher levels of conflict at Time, which in turn predicted higher levels of problem behavior at Time 3. Additional findings, limitations and implications for intervention work, practice, and policy are discussed.

Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Este estudo objetivou investigar as interaÃÃes de seis professoras com as crianÃas de quatro e cinco anos de suas turmas, em uma prÃ-escola pÃblica, focalizando os afetos e os atos agressivos docentes que pudessem emergir nesse processo. A fundamentaÃÃo teÃrica consistiu, essencialmente, na abordagem PsicogenÃtica da Pessoa Completa, de Henri Wallon (1981, 1986, 1989). As raras pesquisas relacionadas aos atos agressivos de docentes da EducaÃÃo Infantil fizeram nosso trabalho beber em fontes que pesquisam a relaÃÃo violÃncia e escola. AlÃm dessas perspectivas, contamos com as contribuiÃÃes de estudos contemporÃneos sobre a infÃncia, de diversas Ãreas (histÃria, filosofia, sociologia, psicologia e pedagogia), no intuito de resgatar as transformaÃÃes ou manutenÃÃo de concepÃÃes (crianÃa, infÃncia e EducaÃÃo Infantil) que permeiam a evoluÃÃo do atendimento dedicado Ãs crianÃas pequenas. A metodologia constou de observaÃÃes, apoiadas complementarmente pela Escala de Empenhamento do Adulto, uma entrevista com cada professora e dois grupos focais. As entrevistas individuais versaram sobre aspectos da formaÃÃo e vida profissional das professoras, com aprofundamento para suas concepÃÃes sobre as interaÃÃes que elas estabelecem com as crianÃas. Evidenciou-se que a formaÃÃo inicial das professoras à precÃria e que elas nÃo conseguem precisar os conhecimentos adquiridos que favorecem as interaÃÃes com as crianÃas. As professoras nÃo tÃm muita intimidade com a temÃtica. Os grupos focais pretenderam abarcar as concepÃÃes das professoras sobre atos agressivos, seus afetos e se elas os reconhecem em sua prÃtica cotidiana. As anÃlises mostraram que as professoras atribuem grande valor ao desenvolvimento intelectual das crianÃas, nÃo percebendo suas necessidades afetivas, psicomotoras e sociais. Apontam suas concepÃÃes de crianÃa na prÃ-escola como aluno, prÃ-escola como escola e desenvolvimento como aprender a ler, escrever e contar. SÃo unÃnimes em pensar que as crianÃas nÃo sÃo amadas e educadas por suas famÃlias. O contexto das interaÃÃes abriga um clima de tensÃo, e as professoras enxergam as crianÃas como suas inimigas. Creditam seu adoecimento (estresse, problemas na voz e outros) ao dia a dia com as crianÃas. Apontam atitudes e caracterÃsticas do professor favorÃveis e desfavorÃveis Ãs interaÃÃes com as crianÃas. As Ãltimas devem ser evitadas, muito menos pelo respeito a que as crianÃas tÃm direito, do que pela preocupaÃÃo em nÃo ter conflitos com suas famÃlias. As professoras revelam situaÃÃes nas quais âsaem do sÃrioâ e acabam falando grosserias, gritando, obrigando as crianÃas a fazerem coisas que nÃo desejam e dando puxÃes de braÃo. De modo geral, as professoras sÃo insensÃveis Ãs necessidades das crianÃas, adotam posturas autoritÃrias e centralizadoras, com Ãnfase no disciplinamento e na puniÃÃo do movimento infantil, nÃo conseguindo lidar com situaÃÃes de constante oposiÃÃo, preservaÃÃo de si e seduÃÃo, comportamentos tÃpicos das crianÃas no personalismo. Encontramos interaÃÃes verticalizadas e imperÃcia em relaÃÃo aos conflitos corriqueiros entre as crianÃas e entre as professoras e as crianÃas. / This study aimed at investigating about of the interaction established among six teachers and children aged four and five years old from their classrooms in a public preschool, focusing on their emotions and aggressive acts that teachers could emerge in the process. The theoretical foundation consisted essentially of the psychogenic approach of the Whole person, Henri Wallon (1981, 1986, 1989). The rare queries related to aggressive acts of teachers in kindergarten made our work rely on fountains which research the relationship between violence and school. In addition to these perspectives, we relied on contributions of contemporary studies on children in various areas (history, philosophy, sociology, psychology and pedagogy), in order to rescue the transformation or maintenance of conceptions (child, childhood and Early Childhood Education) which permeate the evolution of the service dedicated to small children. The methodology consisted of observations, supported additionally by the Adult Engagement Scale, an interview with each teacher and two focus groups. The individual interviews were about aspects of graduation and professional lives of the female teachers, getting deeper into their views about of the interactions they have with the children. It was evident that the initial graduation of the teachers is poor and they cannot establish the acquired knowledge which favors the interactions with children. The teachers do not have much familiarity with the subject. The focus groups intended to encompass the conceptions of the teachers about aggressive acts, their affections and if they recognize them in their daily practice. The analyses showed that the teachers attribute greater value to the intellectual development of the children, without perceiving their affective, psychomotor and social needs. They point out their conceptions of child in preschool as a student, preschool as school and development as to learn how to read, write and count. They are unanimous in thinking that the children are not loved and educated by their families. The context of the interactions shelters a climate of tension, and the teachers see the children as their enemies. They believe that their illness (stress, voice problems and others) come from their daily routine with the kids. They point to attitudes and characteristics of the teacher as favorable and unfavorable to the interactions with children. The later should be avoided, much less for the respect thatâs the childrenâs right, than by the concern not to have conflicts with their family. The teachers reveal situations in which "they lose their temper" and end up uttering rudeness, shouting, forcing children to do things they do not want to and tugging their arm. Overall, the teachers are insensitive towards the needs of the children, they adopt authoritarian and centralizing postures with emphasis on discipline and punishment of childâs movement, failing to deal with situations of constant opposition, their own preservation and seduction, typical behaviors of children in personalism. We found verticalized interactions and malpractice in relation to everyday conflicts among children and among teachers and children.

The purpose of this study is to demonstrate whether and how teacher-child interactions, teacher-child relationships, children’s self-control, parents’ education levels, teachers’ teaching experience and education levels, and classroom physical environment impact children’s engagement levels. Preschoolers from Head Start programs and a university childcare center (N = 135, M = 54.93 months, SD = 7.50) and 15 preschool classroom teachers in East Tennessee participated in the study. Classroom head teachers rated child’s engagement, teacher-child interaction, teacher-child relationships, and children’s self-control using provided questionnaires. The primary researcher assessed the classroom physical environment and determined the reliability for the Children’s Physical Environments Rating Scale (CPERS). The structural equation modeling (SEM) statistical approach was employed to analyze the data. The results showed that the level of preschoolers’ engagement in classroom learning activities was directly associated with their self-control (β = .37, p < .001). Preschoolers’ engagement was not indirectly associated with children’s self-control through teacher-child interaction. The level of engagement of preschoolers in classroom learning activities did not directly associate with teacher-child relationships but was indirectly associated with the teacher-child relationship through children’s self-control (β = .20 , p < .001 ). When separating the two subscales of teacher-child relationship (closeness and conflict), teacher-child closeness was directly associated with children’s engagement level (β = .22, p = .003). In addition, teacher-child conflict was both directly (β = - .17, p = .022) and indirectly associated with child’s engagement level through children’s self-control (β = .26, p < .001). Classroom physical environment did not directly predict the level of engagement of preschoolers, while indirect relationships were found between the classroom physical environment scores and the level of engagement of preschoolers, and the relationship was mediated by children’s self-control (β = .09, p = .050). The study offers implications for teachers as they work on enhancing children’s engagement level in their learning activities. Future research suggested by this study include further exploration of intervention strategies to increase children’s active engagement. Increasing sample size and obtaining reliability of the measures on children’s behaviors would also improve the rigor of the study.

Research suggests that teacher-child interactions in early childhood classrooms are an essential element to high quality programs and child outcomes. With the increase in state funded pre-kindergarten classrooms across the nation and the growing concentration on academic content for young children, careful attention is needed to children’s social-emotional development. Research suggests that it is a strong social emotional foundation that contributes to children’s successful transition into their elementary school years. Therefore, the purpose of this mixed method study was to pilot the use of focal child data as a professional development tool for pre-kindergarten teachers to examine teacher-child interactions. Studying eight teachers across two pre-kindergarten sites, the development of participant’s knowledge of teacher-child interactions was captured using focal-child classroom observations, face-to-face exchanges, teacher reflections, and researcher field notes. Data analysis involved descriptive statistics from quantitative sources, combined with emerging themes through iterative cycles of coding qualitative data. Situated in a conceptual framework that places individual development in context, this study exemplifies the value of using uniquely tailored focal child data as a professional development tool for pre-kindergarten teachers. Findings from this mixed method study reveal how focal child data provided participating teachers with a new lens for examining teacher-child interactions, which led to a heightened awareness of and intentionality in their interactions with children. Additionally, a collaborative community of practice model for professional development contributed to teacher understanding and transformation over the course of this study. Capturing the direct social ecology of a child’s pre-kindergarten experience aided in understanding the relationship between specific children’s experiences and the context in which those experiences take place. Findings from this study enhance participant understanding of the complex nature of teacher-child interactions.

The purpose of this study was to investigate young children's perspectives related to their experiences in child care. Researchers used individual interviews and drawings in an early childhood program in Denmark and one in the United States as the basis for examining children's perspectives on their everyday lives in child care. Observations documented the everyday cultural practices for the children in the two child care centers and provided a foundation for interpreting the interviews and the drawings. The information collected was analyzed to determine what aspects of child care young children like best and least, as well as their thoughts on the adults and peers in their center.

The implementation of standardized testing has changed education in the United States resulting in a content ripple effect from the higher grades down to preschool-aged children. To match that ripple effect early childhood education can be evaluated and reformed accordingly by exploring many factors that make up the early childhood education system. This manuscript addressed one factor, early childhood teacher preparation, through a synthesis of literature related to the potential benefits of earning a Bachelor of Science degree in Early Childhood Development and Education, or a BS. The theories of early brain development were explored first and then studies of the social components affecting an Early Childhood Educator's, or ECE's, choice in teacher preparation were reviewed. The review then defined and compared the Child Development Associate or CDA, the Associate of Arts degree, or AA, and the BS. Professional recommendations and standards according to the National Association for Young Children, or NAEYC were included to understand how valuable the BS is to these trend setters of the field. The review then explored how the BS is currently being used nationally in a state-funded program known as VPK, utilizing the National Institute for Early Education Research, or NIEER. This data provided a snapshot of the national demand for the BS in the early childhood field. The pay disparities were then correlated with levels of education and compared with primary and upper grade compensation. The final value explored was research of how the BS directly affected results of the quality in the early childhood classroom and teacher-child interactions. These studies used two quality rating scales, the ECERS and CLASS, which were defined and compared. The findings of the synthesized literature review provided understanding of a young field that is growing and implies where further research and change could happen to match the effects of an evolving education system in the United States of America.