Social-Emotional Development, School Readiness, Teacher–Child Interactions, and Classroom Environment

Abstract

This article investigates the effectiveness of a statewide 6-month early childhood mental health consultation (ECMHC) model on teachers’ emotional support of children and classroom organization. We provide a brief historical and theoretical background of the field of ECMHC, present the logic model for our ECMHC intervention, and discuss the existing research that supports this logic model. Research Findings: Participants included 445 teachers from 158 child care centers statewide. The mental health consultation improved the quality of early childhood teachers’ interactions (e.g., emotional support and classroom organization) with children in their care. Teachers with more experience and more than a high school degree tended to score higher on many of the Classroom Assessment Scoring System (R. C. Pianta, K. M. La Paro, & B. K. Hamre, 2008) dimensions. Practice or Policy: This study demonstrates that mental health consultants can partner successfully with early childhood educators and provide support that enhances classroom variables associated with high-quality care and positive child outcomes. Even with a high rate of teacher turnover (35%), significant differences were found; this demonstrates the robustness of the ECMHC model in that the effectiveness of this model was not undermined by the chronic problem of staff turnover.

Notes

¹See http://www.pffac.org/index.php?s=80&cat=33 for more information on this program.

²See http://www.ucfs.org/services/Community_Behavioral_Hlth/eccp.shtml for more information on this program.

³See http://greatstartforkids.org for more information on this program.

⁴See http://www.myteachingpartner.net for more information on this program.

⁶This is a definition of IMH developed by ZERO TO THREE's Infant Mental Health Task Force.

⁵ZERO TO THREE is a national nonprofit organization that informs, trains, and supports professionals, policymakers, and parents in their efforts to improve the lives of infants and toddlers.

⁷Although they are eligible to participate in Quality Start, neither Head Start nor Early Head Start centers are eligible to participle in ECMHC because they already receive government funding for mental health consultation.

⁸Three of the MHCs worked part time and carried a caseload of four centers; because of maternity and sick leave, some MHCs in Cohort 2 were off schedule.

Note nonstandard format in Table 1. Rules and coding OK as done?.

Significant covariates: center size (coefficient = .004, z = 3.62, p < .001).

Significant covariates: none.

Significant covariates: teacher experience (coefficient = .014, z = 2.11, p < .05), center size (coefficient = .004, z = 4.13, p < .001), population density (coefficient = −.0001, z = −3.07, p < .01).

Significant covariates: teacher experience (coefficient = .016, z = 2.36, p < .05), center size (coefficient = −.003, z = 3.25, p < .01), population density (coefficient = −.0001, z = −2.00, p < .05).

Significant covariates: teacher education (coefficient = .292, z = 2.64, p < .01), teacher experience (coefficient = .018, z = 2.47, p < .01), center size (coefficient = .003, z = 3.78, p < .001), population density (coefficient = −.0001, z = −3.24, p < .001).

Significant covariates: teacher education (coefficient = .269, z = 2.25, p < .05), teacher experience (coefficient = .024, z = 3.18, p < .001), center size (coefficient = .002, z = 2.79, p < .05), population density (coefficient = −.0001, z = − 2.99, p < .01).

Significant covariates: teacher education (coefficient = .299, z = 2.37, p < .05), teacher experience (coefficient = .027, z = 3.28, p < .001), center size (coefficient = .003, z = 2.50, p < .05), population density (coefficient = −.0001, z = −2.21, p < .05).

Note. The following covariates were included in each model: ethnicity, teacher education, received teacher credentials, teacher experience, center size, population density, and percentage of children in the Child Care Assistance Program. Only the significant covariates for each dimension are reported.

^a The adjusted difference can also be referred to as the adjusted effect size.

⁹We have realized that with larger centers more visits are needed to give adequate attention to all of the teachers. Thus, when centers have eight or more classrooms, extra visits are added based on discussions between the MHC and his or her supervisor.