Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens

Abstract

This study investigated the quality of teacher-child interaction and its effects on children's classroom engagement and disaffection in Vietnamese kindergartens. The quality of teacherchild interaction was measured using the Classroom Assessment Scoring System. Children´s classroom engagement and disaffection were assessed by Engagement versus Disaffection in Learning. There were 1,474 kindergarten children and 60 teachers from 12 kindergartens in three cities in Vietnam participating in the study. The results indicated that classrooms in Vietnam kindergartens had a moderate quality of teacher-child interaction. Compared to the results from other countries published previously, teacher sensitivity and regard for student perspectives of Vietnamese samples were lower than those of Finland, Germany, the United States, and China. Productivity and the instructional learning format in Vietnamese kindergarten classrooms were higher than those of all the other countries except Finland. The results of fixed-effects and random-effects modelling suggested that children in better organized classrooms were more engaged in learning. Emotional support had a negative effect on children's classroom engagement. Children´s classroom disaffection was not significantly affected by the quality of the teacher-child interaction.

Classroom quality profiles and associations with children’s classroom engagement in Vietnamese kindergartens

“…The internal consistency reliabilities of three domains were: emotional support (α = 0.88), classroom organisation (α = 0.95) and instructional support (α = 0.91). The construct and concurrent validities of the CLASS for these data were reported in a study by Hoang et al (2018).…”

“…The internal consistency reliability using Cronbach's alpha coefficients was 0.88 for children's classroom engagement and 0.90 for disaffection. The validation of the engagement versus disaffection with learning scale was examined and reported in another study by Hoang et al (2018).…”

Educación infantil y calidad docente

“…In Reggio Emilia schools, teachers carefully plan and organize the learning context so that children easily become engaged and focus (McNally & Slutsky, 2017). Further, classrooms characterized by a high degree of classroom organization provide environments conducive to more behaviorally and emotionally engaged children (Hoang et al, 2018). The formula 'I wonder...' was suggested in the study by Houen et al (2016) as a teaching strategy to motivate children's participation in the classroom, considering that pedagogical strategies that motivate children's participation and decision in the school context clearly stand out as indicators of a highquality teacher-child interaction.…”

Kindergarten teachers' evaluation: perceptions of the new Israeli multiple domains performance tool

“…One commonly used observation instrument to assess teacher–child interaction in kindergartens is the Classroom Assessment Scoring System (CLASS; Pianta et al , 2008). Several studies have used CLASS in America (LoCasale-Crouch et al , 2008; Pianta et al , 2008), Europe (Pakarinen et al , 2010; Suchodoletz et al , 2014) and Asia (Hu et al , 2016; Hoang et al , 2018).…”