Variation in quality of interactions offered to infants, toddlers and preschoolers in homebased childcares

Lemay, Lise; Bigras, Nathalie; Lemire, Julie; Paquette, Alexandra et Lespérance, Audrey (2022). « Variation in quality of interactions offered to infants, toddlers and preschoolers in homebased childcares » (International Congress of Infant Studies, Ottawa, ON, Canada, 2022)

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Research aims This presentation explores the variation in quality of interactions offered to infants, toddlers and preschoolers in home-based childcare. Relationship to previous research In early childhood education, high quality interactions promote children's development (e.g. Britto et al., 2017). However, little is known about the nature of quality of interactions in home-based childcare (Ang et al., 2016), especially when it comes to infants and toddlers as opposed to preschoolers (Ackerman, 2021; Banghart et al., 2020). What are the variation in quality of interactions in the context of a multiage group? Theoretical and conceptual framework In early childhood education, interactions between educators and children are among the most influential processes for children's development and learning (Cadima et al., 2020; Araujo et al., 2019; Sabol et al., 2013). The Teaching Through Interactions Framework (see Hamre et al., 2013 for a summary), presents the theoretical and empirical rational underlying high�quality interactions. In general, high-quality interactions must be warm, meaningful, sensitive, and stimulating (Hamre and Pianta, 2001; Sokolovic et al., 2021). Some studies indicate that the quality of interactions offered to 0-3-year-olds appears lower there the one offered to groups of children aged 3-5 years (Halle et al., 2012; Lahiti, 2015; Fenech, 2010; Vermeer, 2016), Methodology and methods Drawn from a larger sample of 37 home-based childcares, this study concerns the 8 home-based childcares (Montreal, Canada) attended by infants, toddlers and preschoolers. Interactions in each childcare were videotaped for 3 hours during a single visit in the fall 2019 and were scored using the CLASS tool, versions Infant (Hamre & al., 2014), Toddler (La Paro et al., 2012) and Pre-K (Pianta et al., 2008). Observers completed 6 observation cycles (observing 15 to 20 minutes, scoring 10 minutes), alternating between versions of the tool as recommended by Teachstone (Teachstone, 2020). Ethical considerations: At recruitment, providers and families were informed about the project and standard ethical considerations and signed a consent form agreeing to participate. The research assistant had the directive to adapt the camera angle if a child did not want to be filmed. Findings, discussions While datas are still being analyzed, the results will present and compare the CLASS scores obtained with the Infant, Toddler and Pre-K versions of the tool for a better understanding of the variation in the quality of interactions in home-based childcare. Discussion stresses the pros and cons of the observation procedure for observing quality of interactions in multiage groups. We will address how to support children' development, especially infants, through initial and ongoing training of providers. Implications : These findings have implications for home-based childcare providers' training, as well as policy, since many monitoring systems to ensure quality and accountability are starting to include home-based childcare.

Type: Communication, article de congrès ou colloque
Mots-clés ou Sujets: Early childhood education, Home-based childcare, Quality of interactions, Measurement
Unité d'appartenance: Faculté des sciences de l'éducation > Équipe de recherche Qualité des contextes éducatifs de la petite enfance
Déposé par: delegation Alexandra Paquette
Date de dépôt: 29 août 2022 12:59
Dernière modification: 29 août 2022 12:59
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