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Supporting Responsive Caregiving for the Youngest Children: Psychometric Evidence of the Quality of Care for Infants and Toddlers (QCIT) Observational Measure
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Nguyen, Tutrang; Atkins-Burnett, Sally; Monahan, Shannon; Tarullo, Louisa; Xue, Yange; Cannon, Judy – Early Education and Development, 2023
Research Findings: The Quality of Care for Infants and Toddlers (QCIT) observational measure was designed to address the need for a valid and reliable measure of the quality of caregiver-child interactions that could be used in both center-based and family child care (FCC) settings, and with diverse populations. Results from a psychometric field…
Descriptors: Child Caregivers, Infants, Toddlers, Caregiver Child Relationship
An Initial Investigation of the Circle Infant-Toddler Teacher Training for Toddler Teachers
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Crawford, April; Varghese, Cheryl; Oh, Yoonkyung; Guttentag, Cathy; Zucker, Tricia; Landry, Susan; Cummins, Reese-Anna – Early Education and Development, 2022
This pilot study conducted an initial evaluation of the Center for Improving the Readiness of Children for Learning and Education (CIRCLE) Infant-Toddler Teacher Training program. The program is unique in three ways: 1) use of an online platform with courses that explain social-emotional, language, and literacy development in young children…
Descriptors: Program Evaluation, Infants, Toddlers, Preschool Teachers
How Are Preservice Early Childhood Professionals' Mindfulness, Reflective Practice Beliefs, and Individual Characteristics Associated with Their Developmentally Supportive Responses to Infants and Toddlers?
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Virmani, Elita Amini; Hatton-Bowers, Holly; Lombardi, Caitlin McPherran; Decker, Kalli B.; King, Elizabeth K.; Plata-Potter, Sandra I.; Vallotton, Claire D. – Early Education and Development, 2020
Although the social-emotional competence of preservice early childhood professionals (ECPs) has been associated with the quality of their interactions with young children, there is limited understanding of these associations during preservice training. Utilizing a sample of students with career goals in early childhood (N=473), we examined the…
Descriptors: Preservice Teachers, Early Childhood Teachers, Metacognition, Reflection
Do Stability of Care and Teacher-Child Interaction Quality Predict Child Outcomes in Early Head Start?
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Choi, Ji Young; Horm, Diane; Jeon, Shinyoung; Ryu, Dahyung – Early Education and Development, 2019
Research Findings: This study examined whether children's outcomes at age 3 were predicted by their experiences in Early Head Start (EHS), focusing on 2 key features of infant and toddler care: (a) stability of care and (b) teacher--child interactions. This study further explored potential interaction effects between stability of care and…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Emotion Regulation, Harsh Parenting, and Teacher Sensitivity among Socioeconomically Disadvantaged Toddlers in Child Care
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Mortensen, Jennifer A.; Barnett, Melissa A. – Early Education and Development, 2018
Research Findings: This study examined the transactional nature of harsh parenting and emotion regulation across toddlerhood, including the moderating role of teacher sensitivity in child care. Secondary data analyses were conducted with a subsample of families from the Early Head Start Research and Evaluation Project who participated in…
Descriptors: Child Rearing, Parenting Styles, Toddlers, Economically Disadvantaged
Teacher-Child Interactions in Infant/Toddler Child Care and Socioemotional Development
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Mortensen, Jennifer A.; Barnett, Melissa A. – Early Education and Development, 2015
Research Findings: The teacher-child relationships that develop in infant/toddler child care provide a critical caregiving context for young children's socioemotional development. However, gaps remain in researchers' understanding of the individual-level processes that facilitate socioemotional development, specifically in center-based…
Descriptors: Infants, Infant Care, Toddlers, Interaction