Effects of Video Interaction Guidance on early childhood teachers

Teaching and Teacher Education (Impact Factor: 1.32). 11/2010; 26(8). DOI: 10.1016/j.tate.2010.06.016

ABSTRACT a b s t r a c t An experimental study showed that a video feedback intervention improved the interaction skills of early childhood education and care teachers. The teachers who had received the Video Interaction Guidance training appeared more stimulating in their behavior, were more sensitive and more verbally stimulating than teachers from the control group. The training results were still apparent three months after the training. An analysis of the behavior of teachers at micro-level also revealed positive outcomes. These findings show that video feedback training for early childhood educators is a promising method to increase their socio-emotional support and verbal stimulation in childcare practice.

Download full-text


Available from: Louis Willem Cornelis Tavecchio, Aug 12, 2015
  • Source
    • "vermelden goede psychometrische eigenschappen voor deze schaal, die ook in eerder Nederlands onderzoek is gebruikt (Fukkink & Tavecchio, 2010). "
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of affiliation) elicit and sustain each other. We observed 69 kindergarten children (Mage = 5.79 years) and their 37 regular teachers during a dyadic interaction task. Every 5 s, independent observers rated teachers' and children's behaviors along the interpersonal dimensions of control and affiliation. Teachers reported on children's shyness and the quality of the teacher–child relationship. Multilevel modeling provided correlational evidence for complementarity within and between dyads. Cross-lagged analyses revealed that teachers showed complementarity for control and that children showed complementarity for affiliation. Children also reacted complementarily with respect to control but only if they were shy or shared positive relationships with their teachers. Implications for theory and practice are discussed.Research Highlights► Young children and their teachers interact in line with predictions of interpersonal theory. ► Interpersonal responses differ for teachers and children. ► Interpersonal complementarity is moderated by shyness and relationship perceptions.
    Journal of Applied Developmental Psychology 01/2011; 32(1):34-43. DOI:10.1016/j.appdev.2010.10.002 · 1.85 Impact Factor
  • Source
    [Show abstract] [Hide abstract]
    ABSTRACT: This meta-analysis demonstrates that the video feedback method has a statistically significant effect on the interaction skills of professionals in a range of contact professions. The aggregate effect, calculated on the basis of 217 experimental comparisons from 33 experimental studies involving a total of 1,058 people, was 0.40 standard deviation (SE = 0.07). The effects of training were greater for programs working with a standard observation form of target skills that were central to the program. Results were more positive for outcome measures that measured positive skills rather than negative ones. In addition, molar outcome measures, which were obtained by means of an assessment scale, showed larger effects than micromeasures, which were scored using event sampling. Finally, recommendations are made for video feedback design and for future research. KeywordsVideo feedback–Interaction skills–Professional communication–Meta-analysis
    Educational Psychology Review 03/2011; 23(1):45-63. DOI:10.1007/s10648-010-9144-5 · 2.40 Impact Factor
Show more