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The data was collected in two ways: qualitative classroom observations and quantitative classroom observations. The observation of each child occurred on a separate day. Each child was observed from the time the child entered the classroom until the child fell asleep during the naptime. The two types of child observations were conducted at the same time by two observers. The quantitative observer inscribed child and teacher behaviors on a specific behavioral checklist. The quantitative observer checked the frequency of child and teacher behaviors like how often teacher assists the child and how often child refuses by saying “no.
” The qualitative observer reported the classroom description and the detailed information of teacher-child interactions. The qualitative observer wrote down in narrative form on certain events like how the child got upset on the morning and what kind of communication did the teacher and the child had. The combination of two observations from the study showed that there were low levels of teacher-child interactions happened during the observation.
In spite of mealtimes, children in high-quality childcare experience fewer communication with teachers. The conversation between child and teacher were very concise and one way directed conversation. I researched this article because I wanted to know how the teacher-child interaction is important. As reading the article I find out it as a good example of who not to be. This article displayed how preschool teachers should treat their children during work.
The last peer-reviewed article is “The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability” by Stefania Sette, Tracy Spinrad, and Emma Baumgartner.
The purpose of the study was to examine the associations of preschoolers’ emotion knowledge and socially appropriate behavior to peer likability. There were a large group of children who participated in two-time points to understand children’s social adjustment. 46 boys and 42 girls aged between 41 and 77 months participated in the first time point of the study (T1). All children were registered in four classes in a preschool of Rome. Four teachers who have 21 to 25 years of teaching experience also joined the study. In the second period (T2), one year after the first period (T1), children who continued at the same school were evaluated. There were 26 boys and 22 girls aged from 53 to 83 months participated in the second session of the study. There are three hypotheses in the study. The first hypothesis is children’s emotion recognition and situation knowledge in T1 positively associated with children’s socially appropriate behavior in T2. The second hypothesis is emotion recognition might be more strongly linked to socially appropriate behavior in younger age group than situation knowledge.
The last hypothesis is the socially appropriate behavior would be an important mediator in the relationship between emotion knowledge and peer likability. The data was collected by preschool teachers who completed an evaluation scale of children’s socially appropriate behavior during T1 and T2. The responsibilities were conducted independently for each child in a preschool’s quiet room. To evaluate children’s emotion recognition teachers used the AKT measure. Children were asked to identify four emotions: happy, sad, angry, and afraid. Children also were instructed to make a facial expression that teacher stated. Teachers used a sociometric procedure to determine peer likability. First, each child observed individual pictures of the child’s classmates and then the child classified pictures of his or her classmates into one of three boxes identified by a sad face (dislike), a neutral face (average), and a happy face (like). The finding of the study displayed that only early emotion recognition was positively correlated to preschoolers’ socially appropriate behaviors after one year. Children who were able to recognize emotions and more likely to contribute socially appropriate behavior since children who can distinguish facial expressions of emotion were able to read peer’s cues and to react to others’ needs. Consequently, children who cannot read others’ facial expressions might have a hard time to make friends and have aggressive behaviors. I selected this study because I wanted to know the importance of teaching emotions and feelings to children. I learned from many classes that children often have a difficult time to understand feelings and to express the emotions. Therefore, I wonder how emotion knowledge affects peer relationship.
The three peer-reviewed articles taught me the way to become a professional preschool teacher. The first article “The Role of iPads in Pre-school Children’s Mark Making Development” taught me the needless of technology in the preschool classroom. Before I read the article, I thought drawing in the iPad is interesting because it is a mess-free drawing. Using paints and crayons in drawing or coloring are sometimes troublesome. Preschoolers love drawing and making a mess around the classroom, so I thought iPad drawing is a good substitute. However, after I read the article I changed my mind that drawing should be done on the piece of paper with paints or crayons. The study showed that drawing on the physical paper is more beneficial for children’s learning and development. The drawing in iPad maintained children’s mark making activities, but it restricted children’s fine motor skills. The drawing should be conducted in an old fashion way, paper and color paints or crayons.
The second article “Teacher-Child Interactions During Mealtimes: Observations of Toddlers in High Subsidy Child Care Settings” showed me the importance of teacher-child interactions. I am currently working in a preschool as a teacher assistant. When I read the article, I deeply understand why there is less conversation or interaction with children. The work at preschool is busy and stressful because one adult has to observe multiple children at once. Yet, I cannot agree to make a situation to have low interactions with children. Children go to preschool to learn words, behaviors, and interactions. This study will support me to picture how the teachers should be acting in the classroom, especially during the mealtime. The last study “The Relations of Preschool Children’s Emotion Knowledge and Socially Appropriate Behaviors to Peer Likability” informed me the meaning of teaching emotions to preschoolers. I believed that teaching emotions help children to understand their feelings. But it also leads to becoming a success in peer relationships. I am going to start to improve my preschoolers on emotion knowledge because these skills play a significant role in developing children’s socially appropriate behavior and success in peer relationships.
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