Abstract

This study examines how teachers respond to children’s noncompliance in early care settings. This structured observational study focuses on the moment to moment interactions occurring within the preschool classroom between both the child and teacher. It is predicted that (1) teacher’s direct bids to children will promote greater instances of child compliance than indirect bids, and (2) teachers’ responsive language will promote greater instances of child compliance than restrictive language. The results of this study will contribute to existing knowledge about the nature of teacher child interactions in early care settings.

Presenters

Melody Mann
Student, MS Special Education + Mild - Moderate Disabilities Credential, California Polytechnic State University San Luis Obispo, California, United States

Details

Presentation Type

Paper Presentation in a Themed Session

Theme

Early Childhood Learning

KEYWORDS

Teacher-child interaction, Child noncompliance, Early care settings, Teacher language

Digital Media

Downloads