The Effects of Adult Interaction on Toddler Behavior in the Classroom.

<p>The purpose of this study was to examine the relationship of positive adult-to-child physical interactions and negative toddler behaviors in the classroom. Twenty-one licensed childcare centers participated in this study. One center was used to field-test the researcher-created tally instruments. The 20 centers remaining were observed to identify the number of positive adult-to-child physical interactions. They were then ranked from the classroom having the highest amount of adult-to-child interactions to that having the lowest. Three classrooms were then randomly selected from both the top and bottom thirds, providing six classrooms for the final study. Negative toddler behaviors were then observed in each of the six classrooms. No significant relationship was found between the amount of positive adult-to-child interactions and the amount of negative toddler behaviors. Results included the identification of high positive adult-to-child interactions occurring in the manipulative and the gross motor areas and involved touching and holding.</p>

Name thesis:degree_name

MA (Master of Arts)

Level thesis:degree_level

Thesis - unrestricted

Discipline thesis:degree_discipline

Early Childhood Education

Year dc:date.issued

2003

Author dc:creator

• Hackney, Sarah Webb

• Interactions
• Behaviors
• Learning Areas
• Teachers
• Toddlers
• Curriculum and Social Inquiry
• Education
• Educational Psychology

Statement dc:rights

• Copyright by the authors.

Repository record dc:identifier

https://dc.etsu.edu/etd/747

OAI identifier oai:identifier

oai:dc.etsu.edu:etd-1904