Adult‐child interaction in an integrated preschool programme: Implications for teacher training

Brophy, Kathleen; Hancock, Susan M.

doi:10.1080/0300443850220403

Cited by 15 publications

(7 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It may have been that the procedures introduced to promote social interaction in that class may have impeded the manner in which these comparison children played with other children. For example, previous studies have found social play of preschoolers to be interrupted by teacher interaction (Brinker & Thorpe, 1986;Brophy & Hancock, 1985).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Hundert¹,

Hopkins²

1992

J of App Behav Analysis

View full text Add to dashboard Cite

Three supervisors of integrated preschools were trained in a collaborative team approach to encourage resource and classroom teachers to develop strategies that promote peer interaction of all children, including children with disabilities. The focus of classroom teachers' behaviors and the interactive play of children with disabilities were measured daily in both a training (indoor play period) and a generalization (outdoor play period) setting. In a multiple baseline design, supervisors were individually trained in a collaborative team approach using a manual, modeling, and role playing; then they implemented the approach with classroom and resource teachers. We found that after supervisor training, classroom teachers increased their behaviors directed towards children with disabilities and decreased their behaviors directed towards nondisabled children. Moreover, we found a doubling of the interactive play of children with disabilities and, for two of the three classes, an increase in the interactive play of comparison children, randomly selected by the classroom teachers. Changes in both teachers' and children's behaviors were also found in the generalization setting. The implications of the results for interventions in community settings are discussed.

show abstract

Section: Discussionmentioning

confidence: 99%

“…This reduction was not found during (Kazdin, 1973) to the increase in teacher attention to disabled children. Also, there seems to have been a decreasing trend in teacher behavior towards children with disabilities for Classes 2 and 3 (see Figure 1) (Brinker & Thorpe, 1986;Brophy & Hancock, 1985).…”

Section: Children's Behaviormentioning

confidence: 99%

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Hundert¹,

Hopkins²

1992

J of App Behav Analysis

View full text Add to dashboard Cite

show abstract

“…Studies of inclusive classrooms have suggested that teachers may be more involved with children with disabilities than with other children (Brophy & Hancock, 1985;Chow & Kasari, 1999; Hundert, Mahoney, & Hopkins, 1993), although their involvement is mixed in terms of its appropriateness. For example, Chow and Kasari found that at the beginning of the school year in inclusive classrooms, teachers initiated more negative and task-related interactions with children with disabilities than with their typical peers.…”

Section: Teacher-child Interactions In Inclusive Settingsmentioning

confidence: 99%

Quality in Inclusive Preschool Classrooms

Hestenes

Cassidy

Shim

et al. 2008

Early Education and Development

View full text Add to dashboard Cite

Research Findings: Quality of care for preschool children in inclusive and noninclusive classrooms was examined in two studies. In Study 1, comparisons across a large sample of classrooms (N = 1, 313) showed that inclusive classrooms were higher than noninclusive classrooms in global quality as well as on two dimensions of quality (Activities/Materials and Language/Interactions). In Study 2, a more diverse sample of 44 classrooms (20 inclusive and 24 noninclusive) did not reveal differences on the global measures of quality but did show a difference on a measure of teacher-child interactions. Teachers in inclusive classrooms had higher quality and more appropriate interactions with all children than did teachers from noninclusive classrooms. Ratings of perceived severity of children's disabilities were not related to any of the measures of classroom quality in either study. Practice or Policy: Both studies suggest that including children with disabilities in regular preschool classrooms does not result in lower quality programs or in less adequate teacher-child interactions, particularly for children with mild to moderate disabilities. Results illustrate the importance of continued education for early childhood professionals on high-quality teacher-child interactions. Faculty in personnel preparation programs as well as policymakers need to continue to promote high-quality interactions between teachers and children.Article:

show abstract

“…Studies of inclusive classrooms indicated that teachers may be more involved with children with disabilities than with other children (Brophy & Hancock, 1985;Chow & Kasari, 1999;Hundert, Mahoney, & Hopkins, 1993). For example, Chow and Kasari (1999) found that at the beginning of the school year in inclusive classrooms, teachers initiated more negative and task-related interactions to children with disabilities than their typical peers.…”

mentioning

confidence: 99%

“…It is not surprising, therefore, that teachers ask more questions of children with disabilities than of typically developing children (Brophy & Hancock, 1985) and teachers in inclusive classrooms use more directives, including closed questions, with children with disabilities than indirect support of their play, including open-ended questions (File, 1994) as they attempt to create the "match". However, little research has been conducted looking specifically at the types of questions asked of children in relation to their ability level.…”

mentioning

confidence: 99%

A Microanalysis of Teachers' Verbalizations in Inclusive Classrooms

Hestenes¹,

Cassidy²,

Niemeyer³

2004

Early Education & Development

View full text Add to dashboard Cite

The present study examined the verbalizations of 16 teachers from inclusive preschool classrooms. Two hours of audiotaped verbalizations for each teacher were analyzed for one-onone interactions between teachers and children and also for interactions between teachers and small groups of children. Results showed that teachers did not modify their question-asking behavior depending on the ability level of the children or the composition of small groups of children. Teachers asked primarily low-level questions to all children. In their statements, teachers used more logical directives and directives, and fewer supportive responses to children with disabilities than they did to typically developing children. The focus of teachers' verbalizations differed depending on whether children had disabilities or were typically developing. These results suggest that teachers need to be provided with information that will help them challenge children by varying the demand level of questions and matching their verbalizations to the child's ability level. Future research should address the bi-directionality of interactions and the implications for teacher preparation programs.

show abstract

Adult‐child interaction in an integrated preschool programme: Implications for teacher training

Cited by 15 publications

References 13 publications

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Training Supervisors in a Collaborative Team Approach to Promote Peer Interaction of Children With Disabilities in Integrated Preschools

Quality in Inclusive Preschool Classrooms

A Microanalysis of Teachers' Verbalizations in Inclusive Classrooms

Contact Info

Product

Resources

About