Interacting and Communicating with Children: An Exploratory Study about Educators' Behavior during a Collaborative Activity

Autor/inn/en	Fuertes, Marina; Almada, Maria João; Braz, Matilde; Lopes, Joana
Titel	Interacting and Communicating with Children: An Exploratory Study about Educators' Behavior during a Collaborative Activity
Quelle	In: European Early Childhood Education Research Journal, 30 (2022) 6, S.912-929 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fuertes, Marina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2022.2081344
Schlagwörter	Teacher Behavior; Teacher Student Relationship; Verbal Communication; Interaction; Empathy; Cooperation; Preschool Children; Preschool Teachers; Student Participation; Foreign Countries; Interpersonal Communication; Portugal + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Empathie; Co-operation; Kooperation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Ausland; Interpersonale Kommunikation
Abstract	Educators' acts and verbalizations toward children during daily routines can promote children's early participation, self-agency, and self-esteem. In this study, we investigate the association between the educator's type of Verbalizations (Number of Suggestions, Directions, Orders, Positive and Negative Feedback, Teaching, Questions) and the quality of their Interactive Behavior (cf. Empathy, Pedagogical Challenging, Cooperation, Reciprocity and Engagement behavior) during a collaborative activity with a child. Sixty-four educator-child dyads, with children ranging from 3- to 5-years old and educators with more than five years of professional experience, were observed while manufacturing a product of their choice for 20 min using predefined materials and tools. Videos were scored according to the Tandem guidelines and scales. Our findings suggest that the educator's verbalizations and interactive behavior are associated, creating a relational context that shapes interactions and children's participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01