Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach.
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| Title: | Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach. |
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| Authors: | Baron, Franka1 baron@dji.de, Linberg, Anja1, Kuger, Susanne1,2 |
| Source: | European Early Childhood Education Research Journal. Aug2023, Vol. 31 Issue 4, p640-659. 20p. 4 Charts. |
| Subject Terms: | *Early childhood education, *Child care, *Child development, *Interaction analysis in education, Meta-analysis |
| Abstract: | Studies show that processes like teacher–child interactions are a key dimension of childcare quality and that global and domain-specific interactions seem to have different effects on child development. A variety of instruments have been used to assess quality in the field of early childhood research. The aim of this study was to identify and discuss instruments that assess global and/or math-specific interaction quality in childcare settings (birth to school-entry). In the systematic literature review, we found 4211 publications using instruments that assess global and/or math-specific interaction quality, of which 148 remained after a screening of titles, abstracts, and full-texts. In all, 55 instruments assessing interaction quality were identified and analyzed regarding their (sub)scales, items, method, procedure, children's age, reliability, and validity. We identified more instruments measuring global aspects of teacher–child interactions than measuring math-specific aspects. In general, some instruments might be over- or underrepresented, due to linguistic and publication bias. [ABSTRACT FROM AUTHOR] |
| Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 167364001 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Baron%2C+Franka%22">Baron, Franka</searchLink><relatesTo>1</relatesTo><i> baron@dji.de</i><br /><searchLink fieldCode="AR" term="%22Linberg%2C+Anja%22">Linberg, Anja</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Kuger%2C+Susanne%22">Kuger, Susanne</searchLink><relatesTo>1,2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22European+Early+Childhood+Education+Research+Journal%22">European Early Childhood Education Research Journal</searchLink>. Aug2023, Vol. 31 Issue 4, p640-659. 20p. 4 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Early+childhood+education%22">Early childhood education</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+care%22">Child care</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Interaction+analysis+in+education%22">Interaction analysis in education</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Studies show that processes like teacher–child interactions are a key dimension of childcare quality and that global and domain-specific interactions seem to have different effects on child development. A variety of instruments have been used to assess quality in the field of early childhood research. The aim of this study was to identify and discuss instruments that assess global and/or math-specific interaction quality in childcare settings (birth to school-entry). In the systematic literature review, we found 4211 publications using instruments that assess global and/or math-specific interaction quality, of which 148 remained after a screening of titles, abstracts, and full-texts. In all, 55 instruments assessing interaction quality were identified and analyzed regarding their (sub)scales, items, method, procedure, children's age, reliability, and validity. We identified more instruments measuring global aspects of teacher–child interactions than measuring math-specific aspects. In general, some instruments might be over- or underrepresented, due to linguistic and publication bias. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of European Early Childhood Education Research Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=167364001 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/1350293X.2022.2154817 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 640 Subjects: – SubjectFull: Early childhood education Type: general – SubjectFull: Child care Type: general – SubjectFull: Child development Type: general – SubjectFull: Interaction analysis in education Type: general – SubjectFull: Meta-analysis Type: general Titles: – TitleFull: Assessing Global and Math-Specific Teacher-Child Interaction Quality in Early Childcare Settings: A Systematic Literature Review of Instruments Used in Reseach. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Baron, Franka – PersonEntity: Name: NameFull: Linberg, Anja – PersonEntity: Name: NameFull: Kuger, Susanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 1350293X Numbering: – Type: volume Value: 31 – Type: issue Value: 4 Titles: – TitleFull: European Early Childhood Education Research Journal Type: main |
| ResultId | 1 |
