An analysis of teacher practices with toddlers during social conflicts

Abstract

Employing a quasi-experimental design, this pilot study on teacher practices with toddlers during social conflicts was conducted in the southeastern USA. Four child-care classrooms, teachers (n = 8) and children (n = 51) were assessed with the Classroom Assessment Scoring System – Toddler [CLASS-Toddler; La Paro, K., Hamre, B. K., & Pianta, R. C. (2011). Classroom Assessment Scoring System – Toddler (CLASS). Baltimore, MD: Brookes], an author-developed problem-solving measure, a measure of child temperament and teacher interviews. Teachers in intervention classrooms were provided professional development in three areas: (a) teacher self-regulation and stress management, (b) child self-regulation of emotions and behaviours, and (c) social problem solving. For intervention classrooms, results showed growth in several CLASS dimensions including positive climate, teacher sensitivity, and classroom guidance, while the problem-solving measure revealed an unanticipated increase in problems. Additional research is needed on toddler social problem-solving skills and supportive teacher practices. Further refinement of the problem-solving measure and delineation of specific professional development intervention components that indicate positive classroom change is needed.

Keywords:

• social problem solving
• toddlers
• teachers
• classrooms
• self-regulation
• social-emotional competence

Notes on contributors

Lissy R. Gloeckler, PhD, is an associate professor of early childhood education at East Tennessee State University in Johnson City, TN. She trains early childhood teachers and conducts research on teacher practices with toddlers on the topics of self-regulation of emotions and behaviors and social problem solving.

Jennifer M. Cassell, MA, serves as a research assistant at East Tennessee State University, where she studies the social–emotional environment and teacher language of toddler classrooms.

Amy J. Malkus, PhD, is an associate professor and graduate program coordinator in early childhood education at East Tennessee State University, where she has been since 2000. She graduated from Purdue University in 1995 with a PhD in child development.