A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Teacher-child interactions as a context for developing social competence in toddler classrooms (2022)


Salminen, J., Pakarinen, E., Poikkeus, A.-M., Laakso, M.-L., & Lerkkanen, M.-K. (2022). Teacher-child interactions as a context for developing social competence in toddler classrooms. Journal of Early Childhood Education Research, 11(1), 38-67. https://journal.fi/jecer/article/view/114006


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatSalminen, Jenni; Pakarinen, Eija; Poikkeus, Anna-Maija; Laakso, Marja-Leena; Lerkkanen, Marja-Kristiina

Lehti tai sarjaJournal of Early Childhood Education Research

eISSN2323-7414

Julkaisuvuosi2022

Volyymi11

Lehden numero1

Artikkelin sivunumerot38-67

KustantajaSuomen varhaiskasvatus ry

JulkaisumaaSuomi

Julkaisun kielienglanti

Pysyvä verkko-osoitehttps://journal.fi/jecer/article/view/114006

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusKokonaan avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/79691


Tiivistelmä

The present study investigates the quality and variability of teacher-child interactions in relation to children’s social competence in Finnish toddler classrooms. The participants included 242 toddlers (114 girls, 128 boys) and their teachers (N= 42). The quality of teacher-child interactions (i.e., emotional and behavioral support; engaged support for learning) was observed using the CLASS-Toddler observation instrument (La Paro et al., 2012), and the average amount of within-day variability was calculated from the observed cycles. Teachers rated toddler’s social competence with the Multisource Assessment of Social Competence Scale (MASCS; Junttila et al., 2006) in relation to the toddlers’ cooperation, empathy, impulsivity, and disruptiveness. The results revealed that observed engaged support for learning was positively associated with the classroom average level of empathy in the spring when accounting for previous levels of empathy in the fall. In addition, a higher variability in engaged support for learning was negatively related to the empathy. The results emphasize the importance of active facilitation, well-timed feedback, and verbally rich support by teachers in promoting toddlers’ empathy throughout one’s daily activities, hence at testing to both the quality and consistency of such practices. The results are particularly useful for initial teacher training and in-service training.


YSO-asiasanatvarhaiskasvatusopettaja-oppilassuhdesosiaalinen vuorovaikutuslapsen kehityssosiaalinen kehityssosiaaliset taidotempatiataaperoikäiset

Vapaat asiasanatteacher-child interaction; variability in teacher-child interaction; social competence; empathy; toddlers


Liittyvät organisaatiot


Hankkeet, joissa julkaisu on tehty


Liittyvät tutkimusaineistot


OKM-raportointiKyllä

Raportointivuosi2022

JUFO-taso1


Viimeisin päivitys 2024-14-06 klo 23:46