ERIC Number: EJ1438367
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4430
EISSN: EISSN-1476-8275
Relations between Teacher-Child Interaction Quality and Children's Playfulness
Cornelia Rüdisüli; Isabelle Duss; Patricia Lannen; Corina Wustmann Seiler
Early Child Development and Care, v194 n7-8 p883-897 2024
Adults' behaviour in interactions with children is assumed to influence children's playfulness. However, little is known about how the quality of teacher-child interaction in early childhood education and care affects the development of children's playfulness, although the interaction quality has been identified as a strong predictor of children's development in various domains. The present study examined cross-sectional and longitudinal associations between children's multidimensional playfulness and the quality of teacher--child interactions. At first measurement, 62 teachers in early childhood education and care (ECEC) were observed to assess the quality of their interactions with children using the standardized CLASS Toddler scale. The playfulness of 393 children was assessed using the children's playfulness scale at the same time and one year later. No significant effects were found cross-sectionally. Longitudinally, high interaction quality in learning support was marginally negatively related to children's total score of playfulness and significantly negatively to the playfulness dimensions of cognitive and physical spontaneity. We discuss which teaching styles might hamper or promote children's playfulness.
Descriptors: Correlation, Play, Teacher Student Relationship, Preschool Children, Preschool Teachers, Predictor Variables, Child Development, Longitudinal Studies, Toddlers, Classroom Environment, Scores, Teaching Styles, Child Behavior, Foreign Countries, Child Care Centers
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System
Grant or Contract Numbers: N/A