Content area
Abstract
This correlational study examined the relationship between subscales and total scores between social-emotional teaching practices using the Teaching Pyramid Observation Tool (TPOT) and teacher-child interactions using the Caregiver Interaction Scale (CIS). The purpose of this study was to examine: What is the relationship between teacher-child relationship quality, as measured by the four subscales of the CIS, and the use of social-emotional teaching practices, as measured by the 14 key teaching practices of the TPOT? The findings of this pilot project require teachers to be more reflective of their teaching practices and provide researchers and coaches with more insight into why teachers might display higher levels of harshness and detachment in their interactions. This current study utilized pre-test data from an ECMHC pilot project that took place in 2019 across two subsidized center-based Early Childhood Education programs in San Diego, which included 11 teachers across 11 different classrooms. Due to the interruption of COVID-19, only pre-test data were collected for this study. Results indicated a significant positive correlation between CIS Sensitivity and 5 key teaching practices of the TPOT, and a significant inverse relationship was found between CIS Detachment and Harshness. No significant correlations were found between CIS Permissiveness and key teaching practices in the TPOT. While, to our knowledge, past research has not examined the association between these two measures, the findings may provide key insights into how to best promote high-quality teacher-child interactions and social-emotional teaching practices.
