TY - JOUR
T1 - A new look at teacher interactional quality
T2 - Profiles of individual teacher–child relationship and classroom teaching quality among Head Start students
AU - Paschall, Katherine W.
AU - Barnett, Melissa A.
AU - Mastergeorge, Ann M.
AU - Li, Xiaomin
AU - Vasquez, Maria Belinda
N1 - Funding Information:
This work was supported by the National Institute of Child Health and Human Development under grant number 1R03HD098401-01.
Publisher Copyright:
© 2022 Taylor & Francis Group, LLC.
PY - 2023/6
Y1 - 2023/6
N2 - Research Findings: Preschool teachers’ relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher–child closeness and conflict, and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children’s experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest-quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences. Practice or Policy: Measures of ECE quality must consider teacher-child relationships. Teacher well-being is tied to classroom and individual interactions; findings suggest teachers and child may benefit from strategies that support teachers’ well-being.
AB - Research Findings: Preschool teachers’ relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher–child closeness and conflict, and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children’s experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest-quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences. Practice or Policy: Measures of ECE quality must consider teacher-child relationships. Teacher well-being is tied to classroom and individual interactions; findings suggest teachers and child may benefit from strategies that support teachers’ well-being.
UR - http://www.scopus.com/inward/record.url?scp=85132969068&partnerID=8YFLogxK
U2 - 10.1080/10409289.2022.2094159
DO - 10.1080/10409289.2022.2094159
M3 - Journal article
AN - SCOPUS:85132969068
SN - 1040-9289
VL - 34
SP - 1172
EP - 1190
JO - Early Education and Development
JF - Early Education and Development
IS - 5
ER -