{"id":10096,"date":"2021-06-15T11:13:53","date_gmt":"2021-06-15T11:13:53","guid":{"rendered":"https:\/\/primeirosanos.com\/en\/?p=10096"},"modified":"2021-06-15T11:13:53","modified_gmt":"2021-06-15T11:13:53","slug":"stability-and-change-in-teacher-infant-interaction-quality-over-time","status":"publish","type":"post","link":"https:\/\/primeirosanos.com\/en\/2021\/06\/15\/stability-and-change-in-teacher-infant-interaction-quality-over-time\/","title":{"rendered":"Stability and change in teacher-infant interaction quality over time"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-post\" data-elementor-id=\"10096\" class=\"elementor elementor-10096\" data-elementor-settings=\"[]\">\n\t\t\t\t\t\t<div class=\"elementor-inner\">\n\t\t\t\t\t\t\t<div class=\"elementor-section-wrap\">\n\t\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-30304e3d elementor-section-boxed elementor-section-height-default elementor-section-height-default default-style\" data-id=\"30304e3d\" data-element_type=\"section\" data-settings=\"{&quot;rt_color_sets&quot;:&quot;default-style&quot;}\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t\t\t<div class=\"elementor-row\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-7fc2b53d\" data-id=\"7fc2b53d\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-column-wrap elementor-element-populated\">\n\t\t\t\t\t\t\t<div class=\"elementor-widget-wrap\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7d06cc1e elementor-widget elementor-widget-text-editor\" data-id=\"7d06cc1e\" data-element_type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-text-editor elementor-clearfix\"><div id=\"as0005\"><p>Manuela Pessanha, Carla Peixoto, S\u00edlvia Barros, Joana Cadima, Ana Isabel Pinto, Vera Coelho, Donna M. Bryant (2017). Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly, Volume 40, 3rd Quarter 2017, Pages 87-97.<\/p><p><strong>Abstract<\/strong><\/p><p>Given that an increasing number of infants spend part of the day in center-based childcare in many countries, understanding infants\u2019 education and care experiences in these settings is essential. The aims of this study are to examine change in teacher-infant interaction quality over time, and to determine the extent to which teacher and classroom structural characteristics are associated with change in teacher-infant interaction quality. Ninety infant childcare classrooms from the greater metropolitan area of Porto, Portugal, participated in this study. Each classroom was observed twice (6-month interval between Time 1 and Time 2) by trained and reliable observers using the Infant\/Toddler Environment Rating Scale \u2013 Revised (ITERS-R; Harms et al., 2006), the Classroom Assessment Scoring System \u2013 Infant (CLASS-Infant; Hamre et al., 2014), and the Caregiver Interaction Scale (CIS; Arnett, 1989). Additionally, teachers provided demographic information about themselves and structural characteristics of the classroom. Overall results indicated that the quality of teacher-infant interactions changed over time, with a general trend toward lower quality at Time 2. The increase in infant:adult ratio from Time 1 to Time 2 was an important predictor of process quality levels at Time 2, after controlling for prior quality and other structural characteristics. These findings can be informative for policymaking as group size and number of adults per classroom are regulated features of childcare in many countries, including Portugal.<\/p><p><a href=\"https:\/\/doi.org\/10.1016\/j.ecresq.2016.10.003\">Full text<\/a><\/p><p>\u00a0<\/p><\/div><\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Manuela Pessanha, Carla Peixoto, S\u00edlvia Barros, Joana Cadima, Ana Isabel Pinto, Vera Coelho, Donna M. Bryant (2017). Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly, Volume 40, 3rd Quarter 2017, Pages 87-97. Abstract Given that an increasing number of infants spend part of the day in center-based childcare in many [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":10088,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[44],"tags":[],"class_list":["post-10096","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-invesigacao-em-desenvolvimento-infantil"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Stability and change in teacher-infant interaction quality over time - Primeiros Anos English<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/primeirosanos.com\/en\/2021\/06\/15\/stability-and-change-in-teacher-infant-interaction-quality-over-time\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Stability and change in teacher-infant interaction quality over time - Primeiros Anos English\" \/>\n<meta property=\"og:description\" content=\"Manuela Pessanha, Carla Peixoto, S\u00edlvia Barros, Joana Cadima, Ana Isabel Pinto, Vera Coelho, Donna M. Bryant (2017). Stability and change in teacher-infant interaction quality over time. Early Childhood Research Quarterly, Volume 40, 3rd Quarter 2017, Pages 87-97. 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