0000000000315104
AUTHOR
Salminen Jenni
Reciprocal associations between social competence and language and pre-literacy skills in preschool
The present study examined reciprocal associations between children’s social competence and language and pre-literacy skills across the preschool year. Participants were 441 children (six-year-olds; 212 boys, 229 girls) and their teachers. Teachers rated children’s social competence in the autumn and again in the spring, using the Multisource Assessment of Social Competence Scale (MASCS), which produced sum scores for cooperating skills, empathy, impulsivity and disruptiveness. Children were tested by trained investigators on their pre-literacy skills in both the autumn and the spring, and, only in the spring, also on their receptive vocabulary. Parental education, each child’s age and time…
The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens
High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study wasto examine the quality of an experienced ECEC teacher’sand an ECEC student teacher’steacher–child interactionsusingthe ClassroomAssessment Scoring System (CLASS). Furthermore, the study exploredthe participants’reflectionson their pedagogical interactions and theextent to which they alignedwith the CLASS framework. The data consistedof video recordings, written observation notes, and stimulated recall interview(SRI) transcripts. Thevideos were rated according to the CLASSmanual, and the data…
Teacher-child interactions as a context for developing social competence in toddler classrooms
The present study investigates the quality and variability of teacher-child interactions in relation to children’s social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 boys) and their teachers (N= 42). The quality of teacher-child interactions (i.e., emotional and behavioral support; engaged support for learning) was observed using the CLASS-Toddler observation instrument (La Paro et al., 2012), and the average amount of within-day variability was calculated from the observed cycles. Teachers rated toddler’s social competence with the Multisource Assessment of Social Competence Scale (MASCS; Junttila et al., 2006) in relation to the toddler…