ABSTRACT

Research Findings: Preschool teachers’ relationships with children are a critical component of classroom quality. We draw from a sample of N = 2,114 children attending Head Start to examine child-centered profiles of experiences across two dimensions of classroom interaction quality that are often considered separately: individual teacher–child closeness and conflict, and classroom-level instructional and emotional support. Findings reveal considerable heterogeneity in Head Start children’s experiences, as the profiles differed on individual conflict, and classroom emotional and instructional support. The largest profile was characterized by a positive emotional climate and low instructional support. Higher teacher distress was associated with the highest-quality and the highest conflict profiles. The results also revealed early evidence for gender and race and ethnicity-based disadvantages in Head Start classroom experiences. Practice or Policy: Measures of ECE quality must consider teacher-child relationships. Teacher well-being is tied to classroom and individual interactions; findings suggest teachers and child may benefit from strategies that support teachers’ well-being.

摘要

研究成果：学前班教师与儿童的关系是课堂质量的重要组成部分。我们从参加 Head Start 的 N = 2,114 名儿童中抽取样本，检查以儿童为中心的课堂互动质量两个维度的体验概况，这两个维度通常单独考虑：教师与孩子之间的亲密关系和冲突，以及课堂层面的教学和情感支持。调查结果显示，启蒙儿童的经历存在相当大的异质性，因为个人冲突、课堂情感和教学支持方面的情况不同。最大的特点是积极的情绪氛围和较低的教学支持。教师的痛苦程度越高，与最高质量和最严重的冲突状况相关。实践或政策：幼儿教育质量的衡量必须考虑师生关系。教师的幸福感与课堂和个人互动密切相关；研究结果表明，教师和儿童可能会从支持教师福祉的策略中受益。