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Building inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?

2022Journal article Open access
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dc.contributor.authorSanches-Ferreira, Manuela
dc.contributor.authorGonçalves, Joana L.
dc.contributor.authorAraújo, Sara Barros
dc.contributor.authorAlves, Sílvia
dc.contributor.authorBarros, Sílvia
dc.date.accessioned2023-12-14T10:56:49Z
dc.date.available2023-12-14T10:56:49Z
dc.date.issued2022
dc.description.abstractPositive teacher-child relationships promote children’s engagement, as children feel more secure to explore and participate in free or oriented activities. For children with disabilities, a context wherein they can receive the support to maintain a positive engagement in different activities is even more relevant. A scarcity of research exists on how to promote ECEC quality, namely, how to facilitate teacher-child interactions in inclusive environments. This study aims to evaluate preschool teachers’ opinions about the desirability and feasibility of a set of empirically validated strategies to improve teacher-child interactions in ECEC classrooms, for the group and children with disabilities. The participants were 89 Portuguese preschool teachers. Based on a non-systematic literature review, a questionnaire composed of 22 strategies to facilitate teacher-child interactions (in 4 dimensions: emotionally responsive interactions, classroom management, attend to children’s perspectives, and scaffolding learning) was developed. Along with the questionnaire, a set of socio-demographic variables was also collected. ECEC teachers scored significantly higher in the desirability subscale compared with the feasibility subscale in all dimensions and at both the child and the group level. This gap between teachers’ perceived desirability and feasibility provides important insights regarding the dimensions which are important to reinforce in ECEC teachers’ education and professional development. The mean difference between the desirability and feasibility subscales registered a higher effect size at the child’s level than at the group’s level, confirming that the inclusion of children with disabilities in preschool settings remains a challenge. Moreover, the effect size was small to moderate in the Emotionally Responsive Interactions dimension for both child and group levels. These results are aligned with previous studies stating that among different self-identified dimensions for improvement, emotional support is the less evoked by ECEC teachers. Across all dimensions, the main reason teachers give for difficulty in feasibility, both at the group and child’s level, is lack of knowledge. Overall, understanding the reasons teachers attribute to the difference between the strategies’ desirability and feasibility informs the assessment of teacher education needs and might be operationalized as a new observation instrument.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.doi10.3389/feduc.2022.944822pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.22/24188
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.relationUIDB/05198/2020pt_PT
dc.relationESE/inED/BIPD/2021_01pt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectTeacher-child relationshippt_PT
dc.subjectHigh-quality early education settingpt_PT
dc.subjectChildren at riskpt_PT
dc.subjectDisabilitypt_PT
dc.subjectEngagementpt_PT
dc.subjectInclusionpt_PT
dc.subjectPreschool classroompt_PT
dc.titleBuilding inclusive preschool classrooms: How desirable and feasible is a set of strategies that facilitate teacher-child relationships?pt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.titleFrontiers in Educationpt_PT
oaire.citation.volume7pt_PT
person.familyNameSanches-Ferreira
person.familyNameBarros Araújo
person.familyNameAlves
person.familyNameBarros
person.givenNameManuela
person.givenNameSara
person.givenNameSílvia
person.givenNameSílvia
person.identifier.ciencia-id9119-8B76-B723
person.identifier.ciencia-idAC1F-7599-68BA
person.identifier.ciencia-idBD13-41A1-495B
person.identifier.ciencia-id8E18-6648-BFCE
person.identifier.orcid0000-0002-4693-3928
person.identifier.orcid0000-0001-5433-5066
person.identifier.orcid0000-0002-1782-8897
person.identifier.scopus-author-id55555788000
person.identifier.scopus-author-id55658122700
person.identifier.scopus-author-id36544884400
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication2a6f8b66-47a3-4251-8a17-5a330367443a
relation.isAuthorOfPublicationd078db0c-9c39-4beb-b65c-329a67615ba5
relation.isAuthorOfPublicationb8f63560-9b07-4894-b801-9bacac8c5a4a
relation.isAuthorOfPublication4bb7c9e1-268c-45f1-9703-4ab49ce4fa81
relation.isAuthorOfPublication.latestForDiscoveryd078db0c-9c39-4beb-b65c-329a67615ba5

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