Examination of teacher–child interactions in early childhood education programmes in the United Arab Emirates

Antje Von Suchodoletz, Lydia Barza, Ross A. A Larsen

Research output: Contribution to journalArticle

Abstract

Teacher–child interactions provide an important context for children’s development and learning. The study explored how teacher- and classroom-level factors were associated with quality of teacher–child interactions in the United Arab Emirates (UAE). We also investigated associations between teacher–child interactions and child outcomes. Teacher–child interactions were observed in 60 kindergarten classrooms using the Classroom Assessment Scoring System, for the first time with this population. Pre-academic skills (letter and number knowledge), behavioural regulation (assessed with the Head-Toes-Knees-Shoulders task), and stress response physiology (assessed with salivary cortisol levels) were measured in a sample of 115 five-year-old children, recruited from 22 of the 60 classrooms. Results provided moderate evidence for a three-domain structure of teacher–child interactions. Some differences in the quality of teacher–child interactions were related to teachers’ years of experience. Correlational findings suggest links between quality of emotional support with children’s pre-academic skills and behavioural regulation. Results are also discussed in relation to similar international studies to highlight any unique findings to the UAE context.

Original languageEnglish (US)
JournalInternational Journal of Early Years Education
DOIs
StatePublished - Jan 1 2019

Fingerprint

United Arab Emirates
childhood
Education
examination
Toes
interaction
Hydrocortisone
Knee
education
classroom
Head
Learning
Population
regulation
physiology
teacher
kindergarten
learning
evidence

Keywords

  • behavioural regulation
  • CLASS
  • pre-academic skills
  • stress physiology
  • Teacher–child interactions

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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