Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables

Peceguina, Maria Inês Duarte; Daniel, João Rodrigo Ferreira da Graça; Correia, Nadine Elisabete Fernandes Gomes; Aguiar, Cecília do Rosário da Mota

http://hdl.handle.net/10400.12/8616

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Autores

Peceguina, Maria Inês Duarte

Daniel, João Rodrigo Ferreira da Graça

Correia, Nadine Elisabete Fernandes Gomes

Aguiar, Cecília do Rosário da Mota

Resumo(s)

Teacher attunement to peer preferences in preschool was assessed as the level of teacher-child agreement on each child’s preferred playmates. The associations between attunement and children’s age, sex, disability status (with or without disabilities), time spent with teacher, and classroom level variables - group size, emotional support, classroom organization, instructional support, and teacher experience - were investigated. Participants were 1415 children from 86 classrooms (743 boys and 672 girls; Mage = 62.15 months, SD = 8.80), including 108 children with disabilities. Overall, results showed that higher teacher attunement was associated with children’s age (being older) and not having a disability. Implications for educational policies and classroom-level professional development are discussed.

Palavras-chave

Preschool Peer preferences Teacher attunement Classroom quality domains

URI

http://hdl.handle.net/10400.12/8616

Citação

Peceguina, M. I. D., da Graça Daniel, J. R. F., Correia, N. E. F. G., & do Rosário da Mota Aguiar,C. (2022). Teacher attunement to preschool children's peer preferences: Associations with child and classroom-level variables. Early Childhood Research Quarterly, 60, 150-160. https://doi.org/10.1016/j.ecresq.2022.01.004