Predictors Of Teacher-Child Interactions In Early Childhood Institutions: An Exploratory Study
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Abstract
Teachers in pre-schools are expected to be caregivers and help children transition from the home to the school environment. At that age quality learning outcomes for children involves stimulating activities guided by attentive and engaging teachers. The experiences and attachments formed in the early years are known to have long lasting effects on their later development and the role of teacher-child interactions is critical to these experiences. The current paper explored teacher-child interactions in early childhood institutions in Ghana and the factors (predictors) that influenced teachers’ interactions with children in their care. Factors explored were teachers’ characteristics (level of education, years of experience, age, beliefs, intentions and perceived interactions) and external characteristics (class size, special needs child present, other staff present) on teacher-child interactions. The study utilized a quantitative approach to data collection under a cross sectional design. Correlation analysis revealed that teachers’ perceived interactions predicted their observed interactions (practice). Also class size (number of children present), the presence of special needs child, teachers’ level of education and intentions as predictors of teacher-child observed interactions were supported.
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References
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