Teacher Questioning Practices in Early Childhood Science Activities

This study explores teachers’ use of questioning during collaborative science exploratory activities. We classified a total of 755 questions across 14 preschool science lessons implemented by four teachers by type (open- or closed-ended) and content (science- or non-science-related) while also recording the intended recipient. Results revealed that, overall, teachers primarily asked closed-ended questions to children during preschool science activities. While closed-ended questions outnumbered open-ended, science-related questions were more likely to be open-ended questions. We noticed this trend whether the teacher directed the question to a group of children or an individual child. Gender of the child recipient was also explored with no significant differences found. Results indicate that collaborative science exploratory activities may be an ideal context for increasing teachers’ use of open-ended questions. Background and training of teachers may also play a role in the use of open-ended questions in a science activity context

Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools

Children’s relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher–child relationships are predicated, in part, on children’s temperament. The “INSIGHTS into Children’s Temperament” intervention was intended to improve children’s and teachers’ understanding of their and others’ temperament, and has been shown to improve children’s social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher–child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student–Teacher Relationship Scale: Short Form and provided a rating of children’s temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher–child relationships for children with negative reactivity

Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools

Children’s relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher–child relationships are predicated, in part, on children’s temperament. The “INSIGHTS into Children’s Temperament” intervention was intended to improve children’s and teachers’ understanding of their and others’ temperament, and has been shown to improve children’s social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher–child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student–Teacher Relationship Scale: Short Form and provided a rating of children’s temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher–child relationships for children with negative reactivity

Rural Parent\u27s Experiences of Stress and Resilience During the COVID-19 Pandemic and School Closure

The COVID-19 pandemic has generated social and economic disruptions, resulting in cascading effects on the health and well-being of global citizens. However, little research has focused on how COVID-19 has affected rural regions, despite rurality being a critical factor for understanding community impact and response to the pandemic. The purpose of this phenomenological study was to explore the experiences of rural Nebraskan parents with young children during the COVID-19 pandemic and school shutdown, and the strategies they used to support their families during that time. We conducted individual and group interviews with 22 white, non-Hispanic mothers living in rural towns, villages, and farms in the Great Plains region of the United States. Thematic analysis was used to generate the following themes related to pandemic challenges: Impacts on Children’s Education and Development, Impact on Parent’s Work, and Social-emotional Impacts. Additionally, we generated themes related to the ways that rural parents responded to those challenges: Successful Parenting Strategies, Children’s Strategies, Using Community Provided Resources, Finding Unexpected Benefits, and Hope. This study is meaningful because it documented the impact of the COVID-19 pandemic and school shutdown on rural families with young children, and their responses to pandemic-related stressors. Our findings provide further insights into families’ experiences of how COVID-19 affected their lives. Limitations and future directions are also discussed

Promoting Higher Quality Teacher–Child Relationships: The INSIGHTS Intervention in Rural Schools

Children’s relationships with teachers in kindergarten are crucial for academic and social success. Research shows that teacher–child relationships are predicated, in part, on children’s temperament. The “INSIGHTS into Children’s Temperament” intervention was intended to improve children’s and teachers’ understanding of their and others’ temperament, and has been shown to improve children’s social skills and self-regulation in urban, under-resourced schools. The current study is part of a replication of the effects of INSIGHTS with a sample in rural schools. The purpose was to test the effectiveness of INSIGHTS for promoting positive relationships between teachers and children in kindergarten. Two cohorts of kindergarten students (N = 127) and teachers (N = 30) were randomized into INSIGHTS or control conditions by school. Teachers reported on the quality of the teacher–child relationship before and after the INSIGHTS intervention (Time 1 and 2) using the Student–Teacher Relationship Scale: Short Form and provided a rating of children’s temperament with the Teacher School-Age Temperament Inventory at Time 1. Data were analyzed with hierarchical linear modeling. Two significant findings emerged. First, INSIGHTS promoted more closeness between teachers and children, regardless of temperament. Second, the INSIGHTS intervention was protective against the development of conflictual teacher–child relationships for children with negative reactivity