382
Views
1
CrossRef citations to date
0
Altmetric
Articles

Interacting and communicating with children: an exploratory study about educators’ behavior during a collaborative activity

ORCID Icon, , &

References

  • Barroso, I., A. Ferreira, I. Fernandes, M. Branco, A. Ladeiras, F. Pinto, C. Veloso, H. Brandes, O. Sousa, and M. Fuertes. 2017. “Estudo Sobre as Diferenças Interativas e Comunicativas das Educadoras e das Mães com Crianças em Idade pré-Escolar.” Revista Da Investigação às Práticas: Estudos Educacionais 1: 41–62. doi:10.25757/invep.v7i1.117.
  • Bowlby, J. 1969. Attachment and Loss: Attachment (Vol. 1). New York: Basic Books.
  • Brandes, H., M. Andra, W. Roseler, and P. Schneider-Andrich. 2012. “Does Gender Make a Difference? Tandem Study as a Pedagogical Activity of Female and Male ECE Workers.” Paper presented on the international conference “Men in early childhood education and care”, Berlin.
  • Brandes, H., M. Andra, W. Roseler, and P. Schneider-Andrich. 2015. “Does Gender Make a Difference? Results from the German “Tandem Study” on the Pedagogical Activity of Female and Male ECE Workers.” European Early Childhood Education Research Journal 23 (3): 315–327. doi:10.1080/1350293X.2015.1043806.
  • Brazelton, T. B., and I. G. Stanley. 2000. The Irreducible Needs of Children: What Every Child Must Have to Grow, Learn, and Flourish. Cambridge, MA: Perseus Pub.
  • Bronfenbrenner, U., and P. Morris. 2007. “The Bioecological Model of Human Development.” In Handbook of Child Psychology: Vol. 1. Theoretical Models of Human Development (6th ed.), edited by R. M. Lerner and W. Damon, 793–828. Hoboken, NJ: Wiley. doi:10.1002/9780470147658.chpsy0114.
  • Clérigo, J., O. Sousa, D. Lino, M. Fuertes, et al. 2021. “Modelos Pedagógicos dos Educadores na Interação e na Comunicação com as Crianças Durante Tarefa Cooperativa.” In Teoria, Práticas e Investigação II, edited by M. Fuertes, 125–146. CIED/Escola Superior de Educação de Lisboa. ISBN 978-989-8912-02-2.
  • Cohn, J. F., and E. Z. Tronick. 1988. “Mother-infant Face-to-Face Interaction: Influence is Bidirectional and Unrelated to Periodic Cycles in Either Partner's Behavior.” Developmental Psychology 24 (3): 386–392. doi:10.1037/0012-1649.24.3.386.
  • Cohn, J. F., and E. Tronick. 1989. “Specificity of Infants’ Response to Mothers’ Affective Behavior.” Journal of the American Academy of Child & Adolescent Psychiatry 28 (2): 242–248. doi:10.1097/00004583-198903000-00016.
  • Connor, C. M., F. J. Morrison, B. J. Fishman, C. C. Ponitz, S. Glasney, P. S. Underwood, and S. B. Piasta. 2009. “The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students.” Educational Researcher 38: 85–99. doi:10.3102/0013189X09332373.
  • Côté-Lecaldare, M., M. Joussemet, and S. Dufour. 2016. “How to Support Toddlers’ Autonomy: A Qualitative Study with Child Care Educators.” Early Education and Development 27 (6): 822–840. doi:10.1080/10409289.2016.1148482.
  • Cryer, D. 1999. “Defining and Assessing Early Childhood Program Quality.” The Annals of the American Academy 563: 39–55.
  • De Temple, J. M., and C. E. Snow. 2003. “Learning Words from Books.” In On Reading Books to Children: Parents and Teachers, edited by A. van Kleeck, S. A. Stahl, and E. B. Bauer, 16–36. Mahwah, NJ: Lawrence Erlbaum. doi:10.4324/9781410607355.
  • Faria, A., M. Fuertes, and P. Lopes-dos-Santos. 2015. “Pais e mães protegem, acarinham e brincam de formas diferentes.” Análise Psicológica 32 (4): 419–437. doi:10.14417/ap.698.
  • Farinha, S., and M. Fuertes. 2018. “Quando sou mãe e Quando sou Educadora! Comparando Mães e Educadoras (com os Seus Filhos ou com Outras Crianças) Numa Tarefa Colaborativa com a Criança.” Revista Da Investigação às Práticas: Estudos Educacionais 2 (2): 47–74. doi:10.25757/invep.v8i2.151.
  • Fernandes, I., M. Fuertes, A. Ferreira, I. Barroso, M. Branco, A. Ladeiras, F. Pinto, et al. 2018. “Estudo Comparativo Acerca do Comportamento e Comunicação Materna e Paterna em Atividade Conjunta com os Seus Filhos de Idade pré-Escolar.” Analise Psicológica 36 (3): 295–310. doi:10.14417/ap.1240.
  • Ferreira, A., I. Barroso, I. Fernandes, M. Branco, A. Ladeiras, F. Pinto, T. Sousa, et al. 2016. “Estudo Sobre as Diferenças Interativas e Comunicativas de Educadores e Educadoras com crianças em Idade em pré-Escolar.” Revista Da Investigação às Práticas: Estudos Educacionais 2: 79–100. doi:10.25757/invep.v6i2.102.
  • Fuertes, M., C. Ribeiro, J. L. Gonçalves, C. Rodrigues, M. Beeghly, P. Lopes-dos-Santos, and D. A. Lamônica. 2020. “Maternal Perinatal Representations and Their Associations with Mother–Infant Interaction and Attachment: A Longitudinal Comparison of Portuguese and Brazilian Dyads.” International Journal of Psychology 55 (2): 224–233. doi:10.1002/ijop.12577.
  • Fuertes, M., O. Sousa, C. Nunes, and D. Lino. 2018. “How Different are Parents and Educators? A Comparative Study About the Interactive Differences Between Parents and Educators in a Collaborative Adult-Child Activity.” PLoS One 13 (11): e0205991. doi:10.1371/journal.pone.0205991.
  • Gauvain, M., and B. Rogoff. 1989. “Collaborative Problem Solving and Children's Planning Skills.” Developmental Psychology 25 (1): 139. doi:10.1037/0012-1649.25.1.139.
  • Gonzalez, J. E., S. Pollard-Durodola, D. C. Simmons, A. B. Taylor, M. J. Davis, M. Fogarty, and L. Simmons. 2014. “Enhancing Preschool Children’s Vocabulary: Effects of Teacher Talk Before, During and After Shared Reading.” Early Childhood Research Quarterly 29: 214–226. doi:10.1016/j.ecresq.2013.11.001.
  • Hamre, B. K., and R. C. Pianta. 2007. “Learning Opportunities in Preschool and Early Elementary Classrooms.” In School Readiness and the Transition to Kindergarten in the Era of Accountability, edited by R. C. Pianta, M. Cox, and K. L. Snow, 49–83. Baltimore, MD: Paul H. Brookes.
  • Howe, C., and M. Abedin. 2013. “Classroom Dialogue: A Systematic Review Across Four Decades of Research.” Cambridge Journal of Education 43: 325–356. doi:10.1080/0305764X.2013.786024.
  • Howes, C., and S. Ritchie. 2002. A Matter of Trust: Connecting Teachers and Learners in the Early Childhood Classroom (Vol. 84). New York: Teachers College Press.
  • Lamb, M., and L. Ahnert. 2006. “Nonparental Child Care: Context, Concepts, Correlates and Consequences.” In Child Psychology in Practice: Handbook of Child Psychology (6th ed.), edited by W. Damon, R. M. Lerner, K. A. Renninger, and I. E. Sigel, 664–679. New York: Wiley.
  • Leal, T., A. M. Gamelas, I. Abreu-Lima, J. Cadima, and C. Peixoto. 2009. “Qualidade em educação pré-escolar.” PSICOLOGIA 23 (2): 43–54. doi:10.17575/rpsicol.v23i2.326.
  • Marshall, N. L. 2004. “The Quality of Early Child Care and Children's Development.” Current Directions in Psychological Science 13 (4): 165–168. doi:10.1111/j.0963-7214.2004.00299.x.
  • Mascareno, M., C. E. Snow, M. I. Deunk, and R. J. Bosker. 2016. “Language Complexity During Read-Alouds and Kindergartners’ Vocabulary and Symbolic Understanding.” Journal of Applied Developmental Psychology 44 (May–June): 39–51. doi:10.1016/j.appdev.2016.02.001.
  • Michaels, S., and C. O’Connor. 2015. “Conceptualizing Talk Moves as Tools: Professional Development Approaches for Academically Productive Discussion.” In Socializing Intelligence Through Talk, edited by L. B. Resnick, C. Asterhan, and S. N. Clarke, 347–362. Washington, DC: AERA. doi:10.3102/978-0-935302-43-1_27.
  • Nahikian-Nelms, M. 1997. “Influential Factors of Caregiver Behavior at Mealtime: A Study of 24 Child-Care Programs.” Journal of the American Dietetic Association 97 (5): 505–509.
  • O’Connor, C., S. Michaels, and S. Chapin. 2015. ““Scaling Down” to Explore the Role of Talk in Learning: From District Intervention to Controlled Classroom Study.” In Socializing Intelligence Through Academic Talk and Dialogue, edited by L. B. Resnick, C. Asterhan, and S. Clarke, 111–126. Washington, DC: AERA. doi:10.3102/978-0-935302-43-1.
  • Oliveira-Formosinho, J., and S. Barros Araújo. 2012. “O Envolvimento da Criança na Aprendizagem: Construindo o Direito de Participação.” Análise Psicológica 22 (1): 81–93. doi:10.14417/ap.132.
  • Peisner-Feinberg, E. S., and M. R. Burchinal. 1997. “Relations Between Preschool Children's Child-Care Experiences and Concurrent Development: The Cost, Quality, and Outcomes Study.” Merrill-Palmer Quarterly (1982), 451–477.
  • Peisner-Feinberg, E. S., M. R. Burchinal, R. M. Clifford, M. L. Culkin, C. Howes, S. L. Kagan, and N. Yazejian. 2001. “The Relation of Preschool Child-Care Quality to Children's Cognitive and Social Developmental Trajectories Through Second Grade.” Child Development 72 (5): 1534–1553.
  • Phillips, J., R. J. Smith, E. Modaff, and B. Morgan. 2003. ““Please Don't Call on Me": Correlates of Small Group Participation.” Psi Chi Journal of Psychological Research 8: 28–32. doi:10.24839/1089-4136.JN8.1.28.
  • Pianta, R. C. 1999. Enhancing Relationships Between Teachers and Children. Washington, DC: American Psychological Association.
  • Rimm-Kaufman, S. E., and R. C. Pianta. 2000. “An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research.” Journal of Applied Developmental Psychology 21: 491–511. doi:10.1016/S0193-3973(00)00051-4.
  • Rogoff, B. 2016. “Culture and Participation: A Paradigm Shift.” Current Opinion in Psychology 8: 182–189. doi:10.1016/j.copsyc.2015.12.002.
  • Rosen, M. L., M. P. Hagen, L. A. Lurie, Z. E. Miles, M. A. Sheridan, A. N. Meltzoff, and K. A. McLaughlin. 2020. “Cognitive Stimulation as a Mechanism Linking Socioeconomic Status With Executive Function: A Longitudinal Investigation.” Child Development 91 (4): e762–e779. doi:10.1111/cdev.13315.
  • Sabol, T. J., and R. C. Pianta. 2012. “Recent Trends in Research on Teacher-Child Relationships.” Attachment & Human Development 14 (3): 213–231. doi:10.1080/14616734.2012.672262.
  • Shier, H. 2001. “Pathways to Participation: Openings, Opportunities and Obligations.” Children & Society 15: 107–117. doi:10.1002/chi.617.
  • Sinclair, J. M., and M. Coulthard. 1975. Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford, England: Oxford University Press.
  • Smith, A. 2007. “Children and Young People's Participation Rights in Education.” The International. Journal of Children’s Rights 15: 147–164. doi:10.1163/092755607x181739.
  • Tomasello, M., M. Carpenter, J. Call, T. Behne, and H. Moll. 2005. “Understanding and Sharing Intentions: The Origins of Cultural Cognition.” The Behavioral and Brain Sciences 28 (5): 675–735. doi:10.1017/S0140525X05000129.
  • Tronick, E. Z. 2007. The Neurobehavioral and Social-Emotional Development of Infants and Children. New York, NY: Norton.
  • Tronick, E., M. Barbosa, M. Fuertes, and M. Beeghly. 2020. “Social Interaction.” In Encyclopedia of Infant and Early Childhood Development (2nd ed.) 207–215. Academic Press/Sage. doi:10.1016/B978-0-12-809324-5.23629-8.
  • Tronick, E., and M. Beeghly. 2011. “Infants’ Meaning-Making and the Development of Mental Health Problems.” American Psychologist 66 (2): 107. doi:10.1037/a0021631.
  • Vandenbroucke, L., J. Spilt, K. Verschueren, C. Piccinin, and D. Baeyens. 2018. “The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions.” Review of Educational Research 88: 125–164. doi:10.3102/0034654317743200.
  • Van der Veen, C., L. De Mey, C. Van Kruistum, and B. Van Oers. 2017. “The Effect of Productive Classroom Talk and Metacommunication on Young Children’s Oral Communicative Competence and Subject Matter Knowledge: An Intervention Study in Early Childhood Education.” Learning and Instruction 48: 14–22. doi:10.1016/j.learninstruc.2016.06.001.
  • Veiga, B., I. Fernandes, O. Sousa, and M. Fuertes. 2019. “Tarefas Colaborativas com Crianças em Idade pré-Escolar: O Percurso dos Estudos Sobre o Comportamento Interativo e Comunicativas de Pais e Educadores em Tarefas Colaborativas.” Revista Da Investigação às Práticas: Estudos Educacionais 9 (2): 46–72. doi:10.25757/invep.v9i2.184.
  • Veiga, B., I. Fernandes, O. Sousa, C. Nunes, and M. Fuertes. 2020. “Comparative Study of Participation, Interaction and Communication in Dyads with Children with Developmental Delay and with Children with Typical Development During a Construction Task.” Sensos-E 7 (1): 99–110. doi:10.34630/sensos-e.v7i1.3512.
  • Veloso, C., I. Barroso, M. Branco, A. Ferreira, I. Fernandes, A. Ladeiras, F. Pinto, H. Brandes, O. Sousa, and M. Fuertes. 2018. “Estudo Sobre as Diferenças Interativas e Comunicativas dos Educadores e dos Pais com Crianças em Idade pré-Escolar.” Revista Da Investigação às Práticas: Estudos Educacionais 1: 94–116. doi:10.25757/invep.v8i1.118.
  • Veneziano, E. 2014. “Interactions Langagières, échanges Conversationnelles et Acquisition du Langage.” Contraste 39 (3): 31–49. doi:10.3917/cont.039.0031.
  • White, E. J. 2015. Introducing Dialogic Pedagogy: Provocations for the Early Years. London, UK: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.