ABSTRACT

The current study assessed (1) the importance of six caregiver interactions skills (sensitive responsiveness, respect for autonomy, structuring and limit setting, verbal communication, developmental stimulation, and fostering positive peer interactions) as rated by several stakeholders, (2) the quality of caregiver interactive skills, and (3) the effectiveness of a training program in early child care centers (children 0- to 6-year-olds) in Bangladesh. Using a quasi-experimental study design, 20 caregivers were allocated to the experimental condition (receiving a training) and 20 caregivers to the control condition (no training). Research Findings: Results showed that the importance of the six caregiver interactive skills was acknowledged by parents, managers/factory owners, and caregivers. Caregivers scored on average in the inadequate range for five out of the six CIP skills (except structuring and limit setting). Using a newly developed training program, quality of caregiver interactive skills improved. Finally, caregivers’ overall training satisfaction as rated at posttest was high. The relatively low scores on caregiver interactive skills underscore that it is important to assess and monitor pedagogical quality in child care. Practice or Policy: Our findings indicate that the quality of caregiver–child interactions in the Bangladesh child care context can be strengthened by training.

摘要

当前的研究评估了 (1) 由几个利益相关者评定的六种看护者互动技能（敏感反应、尊重自主性、结构化和限制设置、口头交流、发展刺激和培养积极的同伴互动）的重要性，(2) 质量看护者互动技能，以及 (3) 孟加拉国早期儿童保育中心（0 至 6 岁儿童）培训计划的有效性。使用准实验研究设计，将 20 名护理人员分配到实验条件（接受培训），将 20 名护理人员分配到控制条件（未接受培训）。研究成果：结果表明，六种照顾者互动技能的重要性得到了父母、经理/工厂老板和照顾者的认可。护理人员在六项 CIP 技能中的五项（结构化和限制设置除外）的平均得分不充分。使用新开发的培训计划，提高了护理人员互动技能的质量。最后，护理人员在后测中的整体培训满意度很高。看护者互动技能得分相对较低，这表明评估和监测儿童保育教学质量非常重要。实践或政策：我们的研究结果表明，孟加拉国儿童保育环境中的看护者与儿童互动的质量可以通过培训得到加强。