NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1146398
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0256-8543
Effect of Male and Female Early Childhood Education Teacher's Educational Practices on Children's Social Adaptation
Besnard, Thérèse; Letarte, Marie-Josée
Journal of Research in Childhood Education, v31 n3 p453-464 2017
It is believed children stand to benefit from a greater male teacher presence in early childhood education (ECE) where, internationally, the vast majority of ECE teachers are female. This study (N = 180) examines the relationship between children's social adaptation and the educational practices of 53 ECE teachers, 23 (44%) of which were male. Third-party observers assessed practices using the Classroom Assessment Scoring System (CLASS) in the natural classroom setting. Parents evaluated social adaptation using the Social Competence and Behavior Evaluation. Observational data reveal no intersex differences in educational practices. Multilevel model analyses show that children in ECE centers with male and female teachers exhibit less internalized behavior compared with those in centers with female teachers only. A relationship is observed between good classroom organization and instructional support, respectively, and improved children's social adaptation, regardless of teacher gender. The authors discuss the potential impact of the results on future educational interventions.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada