Dolev Smadar, Sher-Censor Efrat, Zach Esther, Shalem Gan-Or Michal
Early Childhood Department, Oranim College of Education, Tivon 36006, Israel.
The Center for the study of Child Development, Rabin Building, The University of Haifa, 199 Aba Khoushy Ave., Mount Carmel, Haifa 3498838, Israel.
Res Dev Disabil. 2023 May;136:104487. doi: 10.1016/j.ridd.2023.104487. Epub 2023 Mar 21.
The contribution of dyadic teacher-child interactions to the development of children with special needs has received little research attention. This study examined whether teachers' non-intrusiveness during one-on-one playtime predicts developmental outcomes of children with developmental delay. Participants were 47 teachers and one of their kindergarteners diagnosed with developmental delay. At Time 1, teachers' non-intrusiveness during teacher-child play interactions was assessed. At Time 1 and 12 months later, kindergarten therapists reported on children's adaptive behavior, school performance, and internalizing and externalizing problems. Teachers' non-intrusiveness predicted children's increased adaptive behavior, improved school performance, and decreased externalizing problems across the year. Findings highlight the importance of supporting teachers' non-intrusiveness and including one-on-one teacher-child play as an integral part of special education kindergartens' curriculum.
二元师生互动对特殊需求儿童发展的贡献很少受到研究关注。本研究调查了教师在一对一游戏时间的不干扰行为是否能预测发育迟缓儿童的发展结果。参与者为47名教师及其一名被诊断为发育迟缓的幼儿园学生。在时间1，评估教师在师生游戏互动中的不干扰行为。在时间1和12个月后，幼儿园治疗师报告了儿童的适应性行为、学业表现以及内化和外化问题。教师的不干扰行为预测了儿童全年适应性行为的增加、学业表现的改善以及外化问题的减少。研究结果凸显了支持教师不干扰行为并将一对一师生游戏纳入特殊教育幼儿园课程不可或缺部分的重要性。
