Individual Approaches Individual Approaches to Building Emotional to Building Emotional

Support in Pre-K Support in Pre-K ClassroomsClassrooms

Maryam Irshad

UVA RPES Summer Undergraduate Research Program

Mentors: Dr. Bridget Hamre & Dr. Jason Downer

NCRECENCRECE

National Center for Research on Early Childhood Education Focusing on improving quality and effects of

early childhood education Course: Support of Language and Literacy

Development in Preschool Classrooms through Effective Teacher-Child Interactions & Relationships

Individualized Consultancy—providing support and feedback to improve the quality of teacher interactions

Enabling teachers to feel more effective in the classroom environment

NCRECE Study DesignNCRECE Study Design

Group 1Course &

Consultancy

Group 2Course &

No Consultancy

Group 3No Course & Consultancy

Group 4No Course &

No Consultancy

CLASS Scoring and CLASS Scoring and ReliabilityReliability

Classroom Assessment Scoring System (CLASS)—tool to assess classroom quality on 10 dimensions

7 point Likert scale: Low (1-2), Mid (3-5), High (6-7)

80% reliability of coders—to ensure accurate coding

CLASS DomainsCLASS Domains

Classroom Quality

Emotional SupportClassroom

OrganizationInstructional

Support

Positive Climate

Negative

Climate

Positive ClimatePositive Climate

Relationships Physical proximity Shared activities Peer assistance Matched affect Social conversations

Positive Affect Smiling Laughter Enthusiasm

Positive Communication Verbal affection Physical affection Positive expectations

Respect Eye Contact Warm, calm voice Respectful Language Cooperation and/or

sharing

Variability within Positive Variability within Positive ClimateClimate

Teachers may use different techniques but may end up with the same score

“You did a marvelous job, I’m so impressed” vs. physical affection—hugs and high fives

Teachers may use the same techniques and end up with different scores—depending on delivery

“Wow you rocked that question” bubbly vs. flat affect

Negative ClimateNegative Climate

Negative Affect Irritability Anger Harsh voice Peer aggression Disconnected or escalating negativity

Punitive Control Yelling Threats Physical control Harsh Punishment

Sarcasm/Disrespect Sarcastic voice/statement Teasing Humiliation

Severe Negativity Victimization Bullying Physical Punishment

Past ResearchPast Research

There is NOT just one way to being a teacher who impacts a child’s life.—there are many pathways and techniques to becoming an effective teacher.

Past research done by Hamre and Pianta (2005) found that “Students who see teachers as supportive are more likely to pursue goals valued by teachers, such as engagement in academic activities.” (Child Development, pg. 962)

Future ResearchFuture Research

Which techniques within positive climate are most effective and related to high educational achievement?

Questions???Questions???

BibliographyBibliography

Hamre, B. K., Pianta, R. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk? Child Development, 76(5), (949-967).

Pianta, R. C., Belsky, T., Vandergrift, N., Houts, R., Morrison, F. R. (2008). Classroom effects on children’s achievement trajectories on children’s achievement trajectories in elementary school. American Educational Research, 45(2), (365-397).

Pianta, R. C., La Paro, K. M., Hamre, B. K. (2008). Classroom Assessment Scoring System Pre-K. Paul H. Brookes Publishing Co. Inc., Baltimore.