Sökning: "child – teacher interactions"
Visar resultat 1 - 5 av 17 avhandlingar innehållade orden child – teacher interactions.
Sammanfattning : In this thesis, pre-school teachers’ perceived control, is examined in relation to problem behaviours of children and the actions of teachers in the classroom. In addition, other factors that are thought to relate to teachers’ perceived control were studied. LÄS MER
2. Warriors and Worriers : Development, Protective and Exacerbating Factors in Children with Behavior Problems. A Study Across the First Six Years of School
Sammanfattning : Various aspects of elementary school children's behavior problems were investigated in four studies. In Study I, teachers’ perceived low control over the classroom situation and a custodial teacher orientation were associated with teachers' (n = 86) preferences for authoritarian strategies (e.g. LÄS MER
3. Peer interaction in preschool: Necessary, but not sufficient : The influence of social interaction on the link between behavior difficulties and engagement among children with and without need of special support
Sammanfattning : The overall aim of this thesis is to enhance knowledge regarding engagement among children with and without need of special support due to behavior difficulties. The influence of social interaction as well as the provision of special support in Swedish preschool were investigated. LÄS MER
Sammanfattning : This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. LÄS MER
5. "Vi började se barnen och deras samspel på ett nytt sätt " : Utveckling av samspelsdimensionen i förskolan med hjälp av Pedagogisk processreflektion
Sammanfattning : The overall aim of the Educational Process Reflection (EPR) studies has been to develop a better understanding concerning interaction between adults and children and the conditions for children’s peer play and interaction within the pre-school arena. The ultimate goal of the present study is to explore how practitioners through the use of EPR may develop the dimension of social interaction between practitioners and children and between children, in order to consciously create a more healthy and inclusive experience for all children and especially for children at risk. LÄS MER