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?
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.