Strengthening the quality of educator-child interactions in early childhood education and care settings: a conceptual model to improve mental health outcomes for preschoolers

ABSTRACT

High-quality early childhood education and care (ECEC) programmes can strengthen the social, emotional and cognitive skills that are crucial for future learning and wellbeing. Teacher–child interactions are the most vital component of ECEC service quality in terms of children’s social-emotional functioning. However, many children are not consistently exposed to the quality of interactions required for optimal development. We propose a conceptual model to encourage social and emotional learning in preschoolers by targeting the quality and intentionality of teacher–child interactions. We draw upon two frameworks relevant in early childhood settings, the Teaching Through Interactions Framework, describing the type of interactions associated with positive child outcomes, and The Pyramid Model for Supporting Social Emotional Competence in Infants and Young Children, a tiered, systematic approach to implement strategies that improve social-emotional health. This model could inform the development of social and emotional learning programmes that support educators to apply responsive techniques through everyday interactions.

KEYWORDS:

• Social competence
• emotional competence
• teacher-child relationship
• teacher-child interaction
• preschool
• kindergarten

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Claire Blewitt is a PhD Candidate in the Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine at Monash University, Melbourne Australia. She is working on the co-design, delivery and evaluation of pedagogical intervention to support early childhood educators foster positive mental health outcomes in pre-schoolers. Claire also works as a researcher within early childhood, and specialized primary education settings, with a focus on the monitoring and evaluation of programmes for young children and families.

Dr Heather Morris is an early career research fellow with expertise in developmental psychology and early childhood research. Her recent experience includes conducting a randomized trial in early childhood, evaluation of an early childhood wrap-around service for vulnerable families, and an evaluation of a co-designed parenting programme. Her research interests include child health and development with a special interest in obesity prevention, and parenting support.

Andrea Nolan is currently Professor of Early Childhood Education, in the School of Education, Deakin University, Melbourne, Australia. She has had extensive experience teaching in early childhood education settings as well as in primary schools, and has taught in the Technical and Further Education (TAFE) and University sectors. Andrea has worked on a number of State, National and international projects concerning professional learning for teachers, programme evaluation, and social and emotional learning. Her research is framed around workforce capabilities, focusing on the practice of teachers.

Dr Kylie Jackson holds over 20 years experience working intensively with young people and their families in a variety of early childhood and educational settings, including early childhood intervention, private practice and more recently as Principal of The Cheshire School. Kylie holds a Masters in Counselling Psychology and a PhD working with parents of young children with an intellectual disability and anxiety. Kylie is committed to ensuring best possible outcomes for young people and their families. Her professional interest areas include attachment, school readiness and developmental disabilities.

Helen Barrett has been teaching for 17 years and has worked with every age group across primary and secondary school settings, although most of her experience is in the primary sector working with children who have additional social, emotional and behavioural needs. Helen has taught in a number of schools in both the UK and Australia, and is currently the Assistant Principal at The Cheshire School. She has held a variety of roles including Assistant Principal, Leading Teacher, Curriculum Leader and ICT Specialist. Helen continues to develop her teaching skills by working with Cool Australia and writing curriculum content for other teachers.

Helen Skouteris is the Monash Warwick Professor in Healthcare Improvement and Implementation Science in the Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine at Monash University, Melbourne Australia. She is an expert in child and parental health and wellbeing and has worked extensively with early childhood service organizations over the past 10 years.

ORCID

Claire Blewitt http://orcid.org/0000-0002-4990-2334