Le Vi-Nhuan, Schaack Diana, Setodji Claude Messan
Education and Child Development Department, NORC at the University of Chicago.
Department of Child and Family Development, San Diego State University.
Dev Psychol. 2015 May;51(5):635-48. doi: 10.1037/a0039093. Epub 2015 Mar 30.
Many child care centers temporarily move children and teachers in and out of their assigned classrooms throughout the day. Such practices create frequent discontinuity in children's experiences in child care, including discontinuity in their peer and teacher relationships. This study examined the prevalence and patterns of teacher and child movement between classrooms, the characteristics of teachers and children who were more likely to move between classrooms on a daily basis, and the associations between children's and teachers' rate of daily movement between classrooms with children's social-emotional outcomes. A moderate to high prevalence of child and teacher movement between classrooms was observed (29% and 83%, respectively). Children who were younger, considered solitary, and who had been enrolled in their classroom for shorter periods of time were less likely to transition between classrooms. Children's rate of movement was a positive predictor of teachers' perceived conflict with children in their care, and a negative predictor of teachers' perceived closeness. In addition, the more frequently teachers moved, the less children were inclined to indicate liking their teachers or centers. However, the more frequently children moved, the more likely children were to indicate liking their peers and for their peers to indicate liking them. Results are interpreted in light of additional research avenues that can inform sensible daily teacher continuity practices.
许多儿童保育中心会在一天中临时将儿童和教师从他们指定的教室中移出或移入。这种做法导致儿童在保育中的经历频繁出现间断，包括他们与同伴和教师关系的间断。本研究调查了教室之间教师和儿童流动的发生率及模式、更有可能每天在教室之间流动的教师和儿童的特征，以及儿童和教师每天在教室之间的流动率与儿童社会情感结果之间的关联。观察到教室之间儿童和教师流动的发生率处于中等至较高水平（分别为29%和83%）。年龄较小、被认为孤僻且在其教室入学时间较短的儿童在教室之间过渡的可能性较小。儿童的流动率是教师感知到的与所照顾儿童冲突的正向预测指标，也是教师感知到的亲密程度的负向预测指标。此外，教师流动越频繁，儿童越倾向于表示不喜欢他们的教师或保育中心。然而，儿童流动越频繁，儿童就越有可能表示喜欢他们的同伴，并且同伴也越有可能表示喜欢他们。研究结果结合其他研究途径进行了解释，这些途径可为合理的日常教师连续性做法提供参考。
