Cómo medir lo que importa en las aulas de primera infancia: un enfoque sobre las interacciones educadora-niño

Translated title of the contribution: Measuring What Matters in Early Childhood Classrooms: A Focus on Teacher-Child Interactions

Jennifer LoCasale-Crouch*, G. Vitiello, S. Hasbrouck, Y. Cruz Aguayo, S. Schodt, Bridget Hamre, M. Kraft-Sayre, Carolina Melo, Robert C. Pianta, Francisca Romo

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

This article summarizes recent trends in early childhood education and the role of teacher-child interactions, and also expands upon one particular framework that has helped the field advance in understanding this key component. Motivation for this summary comes from a growing body of international research, including some studies in Latin America, that indicate that investment in early childhood education can reap significant benefits for children and their communities. Latin America has made significant efforts to increase early childhood education; however, access does not appear to be sufficient to ensure adequate outcomes for children’s learning and development. The growing evidence base points to the quality of the experience within the classroom, and specifically to the quality of teacher-child interactions, as critically necessary in order to maximize children’s development and learning. The Teaching Through Interactions Framework provides a useful approach to understanding the nature of classroom interactions, as well as initial evidence that professional development can enhance such interactions. Based on this summary of the current state of affairs, this article then offers recommendations for early childhood education.
Translated title of the contributionMeasuring What Matters in Early Childhood Classrooms: A Focus on Teacher-Child Interactions
Original languageSpanish
Pages (from-to)1-14
Number of pages14
JournalPensamiento Educativo. Revista de Investigación Educacional Latinoamericana
Volume56
Issue number1
DOIs
StatePublished - 30 Apr 2016
Externally publishedYes

Keywords

  • early childhood education
  • eacher-child interactions
  • measurement

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