files.eric.ed.gov/fulltext/EJ817310. The Teacher Belief Q-Sort: A measure of teachers' priorities in relation to disciplinary practices, teaching practices, and beliefs about children. Vol 10 No 2. Teachers' Judgments about Social Interaction Practices in the Preschool Years. Share Mirar esta página en españolHomeJournal ContentsIssue ContentsVolume 10 Number 2©The Author(s) 2008 A Test of a Measure for Assessing Teachers' Judgments about Social Interaction Practices in the Preschool Years Kristen M. Kemple University of Florida Hae Kyoung Kim University of Texas at Brownsville Stacy M. Ellis University of Florida Heejeong Sophia Han University of Louisville The primary purpose of this article is to describe the development and utility of the Social Interaction Practices for the Preschool Years (SIPPY) questionnaire.
Peer Social Competence Social competence has been defined as “the ability to achieve personal goals in social interaction while simultaneously maintaining positive relationships with others over time and across situations” (Rubin & Rose-Krasnor, 1992, p. 285). The Important Role of a Teacher The early childhood environment provides an arena for the development of peer-related social competence.
Participants Procedures Internal Consistency. Vol 6 No 2. Measuring Teachers' Perceived Interactions with Children: A Tool for Assessing Beliefs and Intentions. Share Mirar esta página en españolHomeJournal ContentsIssue ContentsVolume 6 Number 2©The Author(s) 2004 Measuring Teachers' Perceived Interactions with Children: A Tool for Assessing Beliefs and Intentions Amanda Wilcox-Herzog & Sharon L. Ward California State University, San Bernardino This study examined the relationship between teachers' beliefs and intentions about the importance of teacher-child interactions.
The participants were 71 early childhood teachers who had worked with children ages 3-5 for an average of 9 years (range 0-29). Roughly 35% of the teachers had majored in early childhood education, and 63% held at least a Child Development Associate (CDA) credential. Theories of best practice and current research findings support the need for early childhood educators to be actively involved and sensitive when interacting with young children. The idea that teachers' beliefs act as a screen through which behavior is enacted is not new.
Sensitivity Teacher Involvement (Verbal) Vol 6 No 2. Measuring Teachers' Perceived Interactions with Children: A Tool for Assessing Beliefs and Intentions.