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Teacher-child interaction quality as a function of classroom age diversity and teachers' beliefs and qualifications

机译：师生互动质量与课堂年龄多样性以及教师的信念和资格的关系

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摘要

Data from 332 teachers who participated in the National Center for Research on Early Childhood Education study were used to examine the implications of classroom age diversity in preschool programs for teacher interactions with students in areas of instructional and emotional support, and classroom organization. Teachers in early childhood classrooms with greater age diversity within a school year and who experienced an increase in age diversity across years exhibited less optimal teacher-child interactions. The negative effects of age diversity for teacher-child interactions were only noticeable among teachers with fewer years of education and experience, and among teachers whose views of children were less child-centered. When taken together, results indicate that closer attention should be paid to the consequences of classroom age diversity in preschool and that a multi-year perspective on teachers' classroom experiences would allow for a more nuanced understanding of the quality of teacher-child interactions.
机译：来自332位参与国家幼儿教育研究中心的教师的数据被用于检验学龄前课程中教室年龄多样性对教师与学生在教学和情感支持以及教室组织方面的互动的影响。幼儿教室的教师在一个学年内具有较大的年龄差异，并且随着年龄的增长，年龄差异有所增加，其最佳的师生互动性较差。年龄多样性对师生互动的负面影响仅在受过教育和经验较少的教师以及对孩子的看法较少以儿童为中心的教师中才明显。综合起来，结果表明应该更加关注学龄前课堂年龄多样性的后果，并且从多角度看待教师的课堂经历将使人们对师生互动质量有更细微的了解。

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