Relationship Between Quality Of Teacher-pupil Interaction And Primary School Readiness In Preschool Pupils In Nairobi County, Kenya (original) (raw)
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Elizabeth Akinyi Owino Abstract Overall life success requires that children have socio-emotional competence (SEC) amongst other skills. The effect of class size on children’s overall achievement continues to be a widely debated subject. The objective of this mixed methods study was to examine the influence of preschool class size on strategies used to scaffold SEC in children. A total of 301 preschool teachers purposively selected from 98 public and private preschools participated in the study; 6 preschool teachers were interviewed and 2 preschool classrooms observed. Data was collected using questionnaires, observation checklist and interview schedules. Data was analysed quantitatively and qualitatively. Results revealed that preschool class size did not have a significant influence on the strategies used to scaffold SEC in children. However, interviews and observations data showed that regardless of the class size, preschool teachers attempted to scaffold relationship management s...
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Teachers' initial level of interactional quality at the beginning of a school year (baseline) was examined as a potential moderating factor in the relation between change in interactional quality and change in children's school readiness skills throughout an academic year. Participants were 269 preschool teachers and 1179 children from low-income backgrounds. Teacher-child interactions and children's school readiness skills were measured in the fall and spring of the preschool year. Overall, improvements in the quality of teacher-child interactions across the year were not significantly related to children's skill development. Three important findings emerged; two main effects and one interaction effect. Gains in teachers' instructional support across the year were related to children's literacy and inhibitory control development. Additionally, the relation between gains in teachers' emotional support and gains in children's inhibitory control was moderated by teachers' initial level of emotional support at the beginning of the year. These findings provide limited evidence for the need to consider teachers' initial level of quality and how much they change across the year in understanding the relation between quality of teacherchild interactions and children's skill development.
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