About this paper

Appears in:
Pages: 4231-4238
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.1124

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

THE IMPACT OF TEACHER’S INTERACTIVE STYLES ON INFANTS AND TODDLERS’ INITIATIVE AND DEVELOPMENT

D. Lino1, E. Paulo2

1Institute Polytechnique of Lisbon, Higher School of Education/CIED/CIEC (PORTUGAL)
2Institute Polytechnique of Fafe, Higher School of Education (PORTUGAL)
A growing body of literature suggests that the quality of teacher-child relationship is related to children’s development outcomes. The quality of adult-child interaction has been highlighted on past and recent research, which states that when children are exposed to less directive and more responsive teachers they develop social skills. Relationships are influential and provide the basis for young children’s development and learning. Consistent, nurturing relationships with caregivers, including the primary one, early in life and throughout childhood are the cornstones of both emotional and intellectual competence. The main goal of this study is to understand the relationship between teacher’s interactive styles and infants and toddlers’ initiative and development. The participants of this study are 120 children from 12 to 24 months, and 12 early childhood teachers. Data was collected in private (for-profit) and social solidarity (IPSS) (non-profit) institutions through the application of the following tools: a) HighScope Infant-Toddler Quality Assessment (PQA); b) HighScope Child Observation Record for Infants and Toddlers (COR); c) Teaching styles rating scale (TSRS); d) social and demographic questionnaire. To ensure confidentiality and anonymity the real names of institutions, teachers and children were not used. Children and teachers were observed in daily classrooms activities in different moments: free play and structured activities. Ddescriptive and inferential statistics was used to analyze data, through SPSS 22. The results show significant statistical associations between teachers’ interactive styles and children’s initiative and development, namely on sense of self, communication and language, and early logic. This study reveals the critical role of teachers’ interactive styles on infants and toddlers development and in this sense provides implications for early childhood teachers’ initial and in-service training.
@InProceedings{LINO2017IMP,
author = {Lino, D. and Paulo, E.},
title = {THE IMPACT OF TEACHER’S INTERACTIVE STYLES ON INFANTS AND TODDLERS’ INITIATIVE AND DEVELOPMENT},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.1124},
url = {http://dx.doi.org/10.21125/iceri.2017.1124},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {4231-4238}}
TY - CONF
AU - D. Lino AU - E. Paulo
TI - THE IMPACT OF TEACHER’S INTERACTIVE STYLES ON INFANTS AND TODDLERS’ INITIATIVE AND DEVELOPMENT
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.1124
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 4231
EP - 4238
ER -
D. Lino, E. Paulo (2017) THE IMPACT OF TEACHER’S INTERACTIVE STYLES ON INFANTS AND TODDLERS’ INITIATIVE AND DEVELOPMENT, ICERI2017 Proceedings, pp. 4231-4238.
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