Special Education Teachers’ Interactive Styles in Early Education
DOI:
https://doi.org/10.1590/S0102-37722009000400010Keywords:
Teacher-child interactions, Special education needs, Day care/child care centers, Earl childhood interventionAbstract
This study intended to characterize special education teachers’ interactive styles while interacting with children with disabilities, in day care/preschool contexts in Porto. Fifty special education teachers and 50 children with disabilities participated in the study. Interactive behaviours were rated based on the Teaching Styles Rating Scale. Child engagement was coded by means of the E-QUAL III. Using cluster analysis, two subgroups of teachers were identified: (i) teachers using more frequently directive behaviours; (ii) teachers with predominance of elaborative and responsive behaviours. Subgroups differences were found for classroom structural quality, teachers’ characteristics and children’s observed engagement. Children with disabilities seem to benefit from low directive interactions. Elaborative-responsive teacher’s interactions tend to promote more sophisticated levels of children’s engagement, and are thus recommended.
Downloads
Download data is not yet available.
References
Arnett, J. (1998). Caregivers in day-care centers: Does training matter? Journal of Applied Developmental Psychology, 10, 541-552.
Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age eight (expanded ed.). Washington: National Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (1996). Reaching potentials trough appropriate curriculum: Conceptual framework for applying guidelines. Em S. Bredekamp & T. Rosegrant (Orgs.), Reaching potentials: Appropriate curriculum and assessment for young children (pp. 28-42). Washington: National Association for the Education of Young Children.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2a ed.). Hillsdale: Lawrence Erlbaum Associates.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001a). Effects of child characteristics and teacher interaction behaviors on children’s observed engagement. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001b). Teachers’ interaction behaviors with toddlers and preschoolers [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teacher’s interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247-268.
de Kruif, R. E. L., Zully, R. A., McWilliam, R. A., Scarborough, A. A., & Sloper, K. M. (1998). Cases of responsiveness and directivenesss and different levels of teaching. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Mahoney, G., & Wheeden, C. A (1999). The effect of teacher style on interactive engagement of preschool-aged children with special needs. Early Childhood Research Quarterly, 14, 51-68.
McWilliam, R. A., & de Kruif, R. E. L. (1998). Engagement Quality Observation System III (E-Qual III). Chapel Hill: Frank Porter Graham Child Development Center, University of North Carolina.
McWilliam, R. A., Scarborough, A. A, Bagby, J., & Sweeney, A. (1998). Teaching Styles Ratting Scales (TSRS). Chapel Hill: Franck Porter Graham Child Development Center, University of North Carolina.
National Association for Education of Young Children ”“ NAEYC (1997). Developmentally appropriate practice in early childhood programs serving children from birth trough age 8: A position statement of the National Association for the Education of Young Children. Washington: NAEYC.
NICHD Early Child Care Research Network (2006). Child care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 2, 99-116.
Phillips, D. A., McCartney, K., & Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537-543.
Pinto, A. I. (2006). O envolvimento da criança em contexto de creche: os efeitos de características da criança, da qualidade do contexto e das interacções educativas. Tese de Doutorado, Universidade do Porto, Porto.
Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education and Development, 12, 209-224.
Simeonsson, R. J., & Bailey, D. B. (1991). ABILITIES Index. Chapel Hill: Frank Porter Graham Development Center, University of North Carolina.
Bredekamp, S. (1987). Developmentally appropriate practice in early childhood programs serving children from birth through age eight (expanded ed.). Washington: National Association for the Education of Young Children.
Bredekamp, S., & Rosegrant, T. (1996). Reaching potentials trough appropriate curriculum: Conceptual framework for applying guidelines. Em S. Bredekamp & T. Rosegrant (Orgs.), Reaching potentials: Appropriate curriculum and assessment for young children (pp. 28-42). Washington: National Association for the Education of Young Children.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2a ed.). Hillsdale: Lawrence Erlbaum Associates.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001a). Effects of child characteristics and teacher interaction behaviors on children’s observed engagement. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., & Ridley, S. M. (2001b). Teachers’ interaction behaviors with toddlers and preschoolers [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
de Kruif, R. E. L., McWilliam, R. A., Ridley, S. M., & Wakely, M. B. (2000). Classification of teacher’s interaction behaviors in early childhood classrooms. Early Childhood Research Quarterly, 15, 247-268.
de Kruif, R. E. L., Zully, R. A., McWilliam, R. A., Scarborough, A. A., & Sloper, K. M. (1998). Cases of responsiveness and directivenesss and different levels of teaching. [Manuscrito não publicado]. Chapel Hill: University of North Carolina.
Howes, C., & Stewart, P. (1987). Child’s play with adults, toys, and peers: An examination of family and child-care influences. Developmental Psychology, 23, 423-430.
Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
Mahoney, G., & Wheeden, C. A (1999). The effect of teacher style on interactive engagement of preschool-aged children with special needs. Early Childhood Research Quarterly, 14, 51-68.
McWilliam, R. A., & de Kruif, R. E. L. (1998). Engagement Quality Observation System III (E-Qual III). Chapel Hill: Frank Porter Graham Child Development Center, University of North Carolina.
McWilliam, R. A., Scarborough, A. A, Bagby, J., & Sweeney, A. (1998). Teaching Styles Ratting Scales (TSRS). Chapel Hill: Franck Porter Graham Child Development Center, University of North Carolina.
National Association for Education of Young Children ”“ NAEYC (1997). Developmentally appropriate practice in early childhood programs serving children from birth trough age 8: A position statement of the National Association for the Education of Young Children. Washington: NAEYC.
NICHD Early Child Care Research Network (2006). Child care effect sizes for the NICHD study of early child care and youth development. American Psychologist, 2, 99-116.
Phillips, D. A., McCartney, K., & Scarr, S. (1987). Child care quality and children’s social development. Developmental Psychology, 23, 537-543.
Pinto, A. I. (2006). O envolvimento da criança em contexto de creche: os efeitos de características da criança, da qualidade do contexto e das interacções educativas. Tese de Doutorado, Universidade do Porto, Porto.
Raspa, M. J., McWilliam, R. A., & Ridley, S. M. (2001). Child care quality and children’s engagement. Early Education and Development, 12, 209-224.
Simeonsson, R. J., & Bailey, D. B. (1991). ABILITIES Index. Chapel Hill: Frank Porter Graham Development Center, University of North Carolina.
Downloads
Published
2010-02-09
How to Cite
Grande, C., & Pinto, A. I. (2010). Special Education Teachers’ Interactive Styles in Early Education. Psicologia: Teoria E Pesquisa, 25(4), 547. https://doi.org/10.1590/S0102-37722009000400010
Issue
Section
Estudos Empíricos
