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Teachers' Emotional Support Consistency Predicts Children's Achievement Gains and Social Skills
Ist Teil von
Early education and development, 2013-04, Vol.24 (3), p.292-309
Ort / Verlag
Philadelphia: Taylor & Francis Group
Erscheinungsjahr
2013
Link zum Volltext
Quelle
Taylor & Francis Journals Auto-Holdings Collection
Beschreibungen/Notizen
Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student interactions. This study examines whether consistency in teachers' emotional support is related to better academic and social outcomes for children. Multiple observations were conducted in 694 prekindergarten classrooms. Mean levels of emotional support and consistency of emotional support were used as predictors in multilevel models. Results indicated that when mean levels of emotional support were controlled, within-day consistency of emotional support predicted several academic outcomes in prekindergarten as well as social competence in kindergarten. Practice or Policy: Results indicate that teachers' consistency of emotional support is a salient aspect of children's classroom environment. Findings suggest that consistency should be considered when evaluating teachers' emotionally supportive interactions.