Specifying Adult Interaction Practices as a Step Toward Enhancing Our Conceptualization of Process Quality

IF 1.1 4区 医学 Q3 EDUCATION, SPECIAL Infants & Young Children Pub Date : 2022-01-01 DOI:10.1097/IYC.0000000000000208
Andrea L. B. Ford, Maria L. Hugh, LeAnne D. Johnson, Kelsey Young
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Abstract

Current conceptualizations of process quality in early childhood education highlight a variety of global classroom indicators that directly link to improved child outcomes. This conceptualization may need to be extended, however, to facilitate more meaningful change in children's development and readiness for kindergarten. To enhance our current definitions of process quality, we propose a set of more specific, observable adult interaction practice elements as a complement to existing global indicators within structural process elements and the broader preschool classroom ecology. We describe and define three practice types, as well as the individual practice elements within them, to include: (a) adult-led interaction practices, (b) child-led interaction practices, and (c) differentiated scaffolding. In operationalizing each practice element, we also provide empirical evidence as grounding for its inclusion in our conceptualization. We discuss implications and future practice and policy directions.
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指定成人交互实践作为提高过程质量概念化的一步
目前关于幼儿教育过程质量的概念强调了与改善儿童成果直接相关的各种全球课堂指标。然而,这种概念可能需要扩展,以促进儿童发展和幼儿园准备方面更有意义的变化。为了加强我们目前对过程质量的定义,我们提出了一套更具体、更可观察的成人互动实践元素,作为结构性过程元素和更广泛的学前课堂生态中现有全球指标的补充。我们描述并定义了三种实践类型,以及其中的个别实践元素,包括:(a)成人主导的互动实践,(b)儿童主导的互动实践,以及(c)差异化的脚手架。在实施每个实践要素时,我们还提供经验证据作为将其纳入我们概念化的基础。我们讨论了影响和未来的实践和政策方向。
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来源期刊
CiteScore
1.90
自引率
9.10%
发文量
24
期刊介绍: Infants & Young Children is an interdisciplinary journal focusing on vulnerable children from birth to five years of age and their families. Of special interest are articles involving innovative interventions, summaries of important research developments and their implications for practice, updates for high priority topic areas, balanced presentations of controversial issues, and articles that address issues involving policy, professional training, new conceptual models, and related matters. Although data are often presented primarily to illustrate points, some types of data-based articles may be appropriate.
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