Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Scott-Little, Catherine; Paro, Karen M. La; Thomason, Amy C.; Pianta, Robert C.; Hamre, Bridget K.; Downer, Jason T.; Burchinal, Margaret; Howes, Carollee

doi:10.1080/10901027.2011.594489

Cited by 16 publications

(3 citation statements)

References 22 publications

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“…Penelitian lain yang dilakukan oleh Greenstock, Louise, dan Wright (2011) mengemukakan bahwa konflik yang sering terjadi diantara guru mengenai penggunaan strategi pembelajaran bahasa adalah akibat adanya perbedaan pemikiran, kepercayaan serta motif para guru dan jika tidak terjadi kolaborasi yang seimbang antara para guru ini, secara tidak langsung akan berpengaruh terhadap proses pembelajaran bahasa anak. Hal ini menunjukkan bahwa kualitas interaksi sosial dalam diri seorang guru juga akan ditentukan oleh persepsi, kualitas pribadi serta keaktifannya untuk bekerja sama dan saling memberikan refleksi serta penguatan dalam pengembangan bahasa anak (Barrat dan Rohl, 2000;Scott-Little et al, 2011).…”

Section: Pembahasanunclassified

Rekonstruksi Kecakapan Sosial Guru Dalam Pengembangan Berbicara Anak Usia Dini

Anggraini

Sofia

2016

jiv

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Social interaction is an early foundation for children to learn recognizing their surrounding environment. This study aimed to examine the relationship and contribution of teacher social skill in interaction between children through language development, especially speaking in early ages. The research was conducted I Bandar Lampung as from September through October 2015. The research subjects were 30 early childhood teachers in Bandar Lampung, which was carried out through purposive sampling technique. The research method was conducted with a quantitative approaches-regression method. The data was collected through a questionnaire and was analyzed by using simple linear regression analysis. The results showed a regression coefficient between variables for 0,511, with a significance value of 0,003. Interaction performed deeply by teachers on children has a significant influence to the childrenâ€™s speak development. Although the contribution has not been adequate, it indicates that the quality and quantity of interaction between teachers and children needs to be increased.

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Section: Pembahasanunclassified

Rekonstruksi Kecakapan Sosial Guru Dalam Pengembangan Berbicara Anak Usia Dini

Anggraini

Sofia

2016

jiv

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“…Recent research has also demonstrated associations between the teacher-child interaction and school-readiness. Good teacher-child interactions provide high scholastic achievements (Scott-Little, La Paro, Thomason, Pianta et al, 2011).…”

Section: Teacher-child Interaction In Preschool Childhoodmentioning

confidence: 99%

The role of teacher-child interaction in promoting peer communication

Денисенкова¹,

Nisskaya²

2016

Psych. Rus.

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It is well-known that communication is the main source and necessity of human development and activity. It promotes social relationships, self-image and a wide range of cognitive and non-cognitive skills. Preschoolers communicate both with their peers and adults. It is traditionally assumed that peer communication greatly depends on the teacher-child interaction, leading role of the adult, and the child's own activity, which are the main elements of the Russian preprimary education system.Changes in social situations, reductions in available play time, greater engagement of children in activities and many other factors can affect modern preschoolers' peer communication. Therefore, the effect of teacher-directed and child-directed teacherchild interactions on preschoolers' peer communication important to study.The following methods were applied: peer-communication observation, the behavioral tests 'Magic room' and 'Mosaic' , and the sociometric procedure 'Two houses' . The sample included 49 Moscow preprimary students aged 4 to 6 year old (25 girls and 24 boys).The research proved that preschoolers showed better results in child-directed interactions, such as playing skills, compared with a similar situation in which the children were directed by the teachers. Additionally, the level of proactiveness, communication success, conflict resolution, prosocial behavior and emotional response to peer influence did not differ among children.Thus, the child-directed approach is more beneficial to preschoolers' communication development than a teacher-directed approach.

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“…College students enter a child development course with definite ideas about children, perhaps that intelligence is fixed rather than modifiable or that a child's tendency to misbehave in the classroom is simply the outcome of poor parenting (McDevitt &Ormrod, 2008). These beliefs, which can be quite individual due to personal and cultural experiences, serve to filter the meaning of psychological evidence and the value of particular instructional practices (Scott-Little et al, 2011). The framework of conceptual change, in which the understandings and beliefs that teacher candidates hold at the beginning of a lesson are effectively challenged and re-directed toward more productive representations, is a promising but underutilized model in developmental instruction (McDevitt &Ormrod, 2008).…”

mentioning

confidence: 99%

Recommendations in Child Development Textbooks for Teachers’ Developmentally Appropriate Practices

Devitt¹,

Hess²,

Browning³

2014

JEHD

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Recommendations for teachers' work with children were identified in eleven popular textbooks focused on child development. Coding yielded 2,200 recommendations. Recommendations emphasized cognition, behavioral learning, and social-emotional development; generally transcended a single age level; and typically did not refer to an underlying theory. Specific age levels were represented distinctively. Consensus practices found in six or more books concentrated on cognitive development, social-emotional development, family and community motivation, management, and self-regulation more so than on foundational principles, research and assessment, physical development, or language and literacy. Limitations and implications for future research and the preparation of teacher candidates are examined.

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Implementation of a Course Focused on Language and Literacy Within Teacher–Child Interactions: Instructor and Student Perspectives Across Three Institutions of Higher Education

Abstract: Implementation of a course focused on language and literacy within teacherchild interactions: Instructor and student perspectives across three institutions of higher education.

Cited by 16 publications

References 22 publications

Rekonstruksi Kecakapan Sosial Guru Dalam Pengembangan Berbicara Anak Usia Dini

Rekonstruksi Kecakapan Sosial Guru Dalam Pengembangan Berbicara Anak Usia Dini

The role of teacher-child interaction in promoting peer communication

Recommendations in Child Development Textbooks for Teachers’ Developmentally Appropriate Practices

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