Effects of in-service teacher technology and assessment training on teacher -child interaction with infants and toddlers.

摘要

Child outcome studies consistently emphasized the effects of quality childcare on the early development of young children. Assessment of children's development and the learning environment is also crucial for the maintenance of quality programs. The purpose of this study was to examine the effects of assessment and technology training on teacher-child interaction in the infant and toddler classrooms as measured by the Caregiver Child Interaction Scale (CCIS). Additionally, this study explored the agreement between CCIS scores and teacher descriptions of teacher-child interaction during the teacher interviews. The participants were the six infant toddler teachers that participated in the assessment and technology training at a university child development center. An explanatory research model was used to examine the significance of difference between the pre and posttest scorings of CCIS in the first six months of assessment and technology training. Subsequently, the teacher interviews were analyzed in order to determine the agreement between the teacher interviews and the CCIS scorings. The results from this study indicated that the assessment and technology training significantly influenced the quality of teacher-child interaction. According to the teachers' interviews and the CCIS scorings, the routines and the time spent with the individual child were the most affected component by the training.