Quality Interactions in Early Childhood Education and Care Center Outdoor Environments

Quality interactions are crucial for children\u27s learning and development. Early Childhood Education and Care (ECEC) centers have the opportunity to support children\u27s learning and development, yet the quality of interactions and influences on the quality of interactions in outdoor environments is not known. Research findings: this study assessed the quality of educator interactions in outdoor environments using the CLASS Pre-K assessment tool. 11 ECEC centres participated in the study, which included 110 educators and 490 children. 87 observations were collected to measure the CLASS Pre-K domains (1-lowest to 7-highest). Mean domain scores were 6.02 (emotional support), 5.23 (Classroom Organization) and 4.46 (Instructional Support). Regression analyses show free routines had significant relationships with Teacher Sensitivity (p = 0.03) and Instructional Learning Formats (p = 0.03), and increased amounts of time spent outside had the most significant relationships with Teacher Sensitivity (p = 0.001) and Behavior Management (p = 0.001). Practice or Policy: The major recommendations that would serve to improve the quality of interactions in outdoor environments include providing a free routine and increasing the amount of time spent in outdoor environments. As these recommendations are modifiable practices, they are potentially the easiest to alter and therefore, with minimal change, could enhance the quality of interactions between educators and children

Understanding discordant relationships between teachers and disruptive kindergarten children: An observational study of teachers' pedagogical practices

Children with externalizing behavior problems often develop conflictual relationships with teachers, which in turn, increases the risk of school failure. Therefore, it is important to examine the protective role of sensitive teacher practices for behaviorally at-risk children. We observed teacher sensitivity and quality of behavior management in interactions with individual students in a behaviorally-diverse sample of kindergartners (N = 192). Teacher-report questionnaires were employed to assess externalizing child behavior and teacher-child relationship quality (i.e., closeness and conflict). Linear regression analyses indicated that, for girls, teacher sensitivity weakened the association between externalizing behavior and conflict. In addition, good behavior management of teachers reduced the risk of conflict for boys with externalizing behavior. The results were discussed in light of two theoretical perspectives on social gender roles and behavior development.edition: 1status: publishe