Wiltshire Cynthia A
Department of Teacher Education, College of Education, The University of Texas at El Paso, 500 W. University Ave., 79968 El Paso, TX USA.
Early Child Educ J. 2022 Aug 22:1-15. doi: 10.1007/s10643-022-01387-2.
Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled "at risk" for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students' sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed.
The online version contains supplementary material available at 10.1007/s10643-022-01387-2.
不利环境（如贫困、无家可归）可能会影响父母、养育方式和孩子。这些环境可能导致孩子被贴上学业失败“风险”的标签。为了降低这种风险，提供了更多的学前教育项目，而且入学时间更早（如“启智计划”）。为了改善儿童的发展成果，“启智计划”的教师需要以有益且温暖的方式增强儿童的学业准备，在课堂上传递温暖，以维持积极的师生关系和课堂积极氛围。课堂评估评分系统（CLASS；皮亚塔等人，2008年）是评估这些温暖维度的一种工具。然而，“启智计划”的教师面临着重大的个人和职业压力源，而CLASS（皮亚塔等人，2008年）在其评分方法中并未考虑这些因素。本研究倾听了六位“启智计划”教师的声音，在2020年夏季和秋季新冠疫情期间进行了个人访谈和焦点小组访谈，询问：（a）在危机时期，这些“启智计划”教师在压力和温暖方面的故事、经历和生活体验是什么？（b）这些教师如何理解和应对CLASS（皮亚塔等人，2008年）及其对他们温暖程度的衡量？数据表明，“启智计划”的教师进行了一种表演性活动，一是为了掩盖他们的压力，可能会加剧他们的压力水平，以便为学生保持温暖；二是为了智胜规定的CLASS（皮亚塔等人，2008年）观察。文中讨论了相关的影响和见解。
在线版本包含可在10.1007/s10643-022-01387-2获取的补充材料。
