Teacher-Child Interactions in Voluntary Pre-Kindergarten Programs in Child Care Settings: A Critical Analysis of Barriers and Facilitators

다국어 초록 (Multilingual Abstract)

This qualitative research project, based on the theoretical orientation of critical theory and postmodernism, aims to investigate barriers to and facilitators of effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings. Participants were three teachers who were teaching children in Florida’s voluntary pre-kindergarten (VPK) classrooms in child care settings. In-depth interviews and three observations of classrooms during whole-group, free-play, and meal time were conducted per teacher. By suggesting different strategies to facilitate effective teacher-child interactions, this study helps teachers to be aware of the nature of teacher-child interactions and to find ways to overcome several barriers to effective teacher-child interactions in voluntary pre-kindergarten programs in child care settings.

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