Centrality of the Teacher Child Interaction in Child Learning and Achievement

Grants

Abstract

  • Title: Centrality of the Teacher Child Interaction in Child Learning and AchievementTopic: Early Childhood Programs and PoliciesGoal: Goal Two (Development Project)DESCRIPTIONPurpose: The purpose of this project is to develop and test the feasibility of a model of professional development for early childhood educators in order to improve the school readiness skills of prekindergarten children, particularly those children whose educational prospects are hindered by conditions associated with poverty, race/ethnicity. The ultimate goal of the project is to have a fully designed model of professional development ready for testing in a randomized-controlled trial at the conclusion of the project period.Project Activities: The research team is developing, refining, and validating the feasibility of a model of professional development for early childhood teachers/childcare workers that focuses on the centrality of the teacher child interaction in child learning and the affective, behavioral, and cognitive supports needed to enhance young children’s readiness for school, along with the supports that teachers need to effectively implement the intervention strategies with a high degree of fidelity. Products: Products from this project include (1) Prototypes of training materials designed to facilitate teacher use of affective, behavioral, and cognitive supports with children to enhance child learning and behavior, (2) Web-based training activities that use interactive avatars and virtual environments to increase the fluency of identified empirically validated best practice skills, and (3) Same-time mentor coaching and feedback using Skype and Bluetooth technology to ensure the transfer of skills of the early childhood educators to classroom settings.STRUCTURED ABSTRACTSetting: The research is being conducted in preschool centers serving children living in poverty. Population: The population 3 and 4 year old children from lower income socioeconomic backgrounds attending state-supported, federally supported, and private preschool programs (ethnicity representative of the regional population of families living at or near the poverty level: i.e., at least 70% African American and/or Hispanic participants) The population also will include the early childhood educators serving children in these centers and selected parents..Intervention: The intervention 1) identifies and trains teachers to use salient attributes of quality teacher child interactions (affective, behavioral, and cognitive support strategies) using a standardized protocol, developing teacher skill and fluency using web-based interactive avatar programs, and 3) same time coaching via Skype and Bluetooth technology to facilitate teacher implementation of these strategies in the classroom. Research Designs and Methods: Multiple methods to evaluate and refine the model include direct observational measures, direct & indirect standardized measures, qualitative analyses, and single subject analyses, as well as correlational measures of teacher, child and parent variables. Key Measures: Instruments include formal standardized assessments, qualitative analyses, treatment fidelity measures, classroom, teacher, and child observational measures, teacher and parent questionnaires.Data Analytic Strategy: The research team is using descriptive, qualitative, correlational, and single subject designs to investigate a series of formative and implementation-related research questions.
  • Date/time Interval

  • 2009 - 2012
  • Total Award Amount

  • $1,494,509.00
  • Contributor

  • Peggy Hester   Investigator