Dr. Michal Perlman

Professor, University of Toronto and Director, Dr. R.G.N. Laidlaw Research Centre, University of Toronto



416-978-0596


Ontario Institute for Studies in Education (OISE)

University of Toronto

252 Bloor Street West
Toronto, Ontario, Canada
M5S 1V6


How much variability is there in children's experiences with different educators?


Journal article


Megan Vincett, Michal Perlman, Sharon Pauker, Jennifer Jenkins
Early Childhood Research Quarterly, vol. 56, Elsevier {BV}, 2021, pp. 78--89


Cite

Cite

APA   Click to copy
Vincett, M., Perlman, M., Pauker, S., & Jenkins, J. (2021). How much variability is there in children's experiences with different educators? Early Childhood Research Quarterly, 56, 78–89. https://doi.org/10.1016/j.ecresq.2021.03.002


Chicago/Turabian   Click to copy
Vincett, Megan, Michal Perlman, Sharon Pauker, and Jennifer Jenkins. “How Much Variability Is There in Children's Experiences with Different Educators?” Early Childhood Research Quarterly 56 (2021): 78–89.


MLA   Click to copy
Vincett, Megan, et al. “How Much Variability Is There in Children's Experiences with Different Educators?” Early Childhood Research Quarterly, vol. 56, Elsevier {BV}, 2021, pp. 78–89, doi:10.1016/j.ecresq.2021.03.002.


BibTeX   Click to copy

@article{vincett2021a,
  title = {How much variability is there in children's experiences with different educators?},
  year = {2021},
  journal = {Early Childhood Research Quarterly},
  pages = {78--89},
  publisher = {Elsevier {BV}},
  volume = {56},
  doi = {10.1016/j.ecresq.2021.03.002},
  author = {Vincett, Megan and Perlman, Michal and Pauker, Sharon and Jenkins, Jennifer}
}

Abstract

Early childhood education and care settings consist of educators clustered into classrooms, clustered into centers. Yet, little empirical research has examined variance in the interaction styles of full-time educators who work in the same classroom. In this study we engage in preliminary work to examine variability in children's experiences with different educators. The sample consisted of 172 full-time educators from 86 classrooms. We conducted hierarchical linear modeling using the difference in the interaction styles of the two educators in each classroom as the outcome. Educators’ interaction styles were measured using the Responsive Interactions for Learning (RIFL-E) scale. Approximately 58% of the variance was accounted for at the classroom level and 42% at the center level. Educators with similar interaction styles tended to be grouped together in classrooms. Classrooms where educators had smaller discrepancies in interaction styles had higher overall quality and a higher percentage of educators with early childhood education degrees, but a bigger difference between educator's highest level of education. These findings highlight the importance of considering educator-level variance in conceptualizing and measuring quality. Implications for how quality of educator/child interaction is conceptualized and measured, and research and policy on oversight and quality improvement are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved)



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