TY - JOUR
T1 - A typical morning in preschool
T2 - Observations of teacher-child interactions in German preschools
AU - von Suchodoletz, Antje
AU - Fäsche, Anika
AU - Gunzenhauser, Catherine
AU - Hamre, Bridget K.
N1 - Funding Information:
The research reported here was supported by Grant 2268-2167.4/2010 from the German-Israeli Foundation for Scientific Research and Development (GIF) . We wish to thank all preschool teachers and principals who participated in or contributed to this project.
Publisher Copyright:
© 2014 Elsevier Inc.
Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.
PY - 2014
Y1 - 2014
N2 - The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher-child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher-child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher-child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child-teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools.
AB - The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher-child interactions: Emotional Support, Classroom Organization, and Instructional Support. In the present study, we observed teacher-child interactions in 63 classrooms drawn from 26 different preschools using the CLASS Pre-K. Consistent with research from the United States, CLASS Pre-K scores demonstrated that the quality of teacher-child interactions varied widely. Data indicated that the levels of Emotional Support and Classroom Organization were moderate. In contrast, the level of Instructional Support was rather low and even decreased over the course of the morning. Furthermore, Emotional Support was found to decrease over the day in classrooms with a higher child-teacher ratio. Results have important implications for policy and practice with regard to the quality of care and education in German preschools.
KW - International child care perspectives
KW - Preschool quality
KW - Teacher-child interactions
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U2 - 10.1016/j.ecresq.2014.05.010
DO - 10.1016/j.ecresq.2014.05.010
M3 - Article
AN - SCOPUS:84927168884
SN - 0885-2006
VL - 29
SP - 509
EP - 519
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
IS - 4
ER -