Teacher-child one-on-one playtime: Teachers’ non-intrusiveness predicts developmental outcomes of children with developmental delay

Smadar Dolev; Efrat Sher-Censor; Esther Zach; Michal Shalem Gan-Or

doi:10.1016/j.ridd.2023.104487

Teacher-child one-on-one playtime: Teachers’ non-intrusiveness predicts developmental outcomes of children with developmental delay

Smadar Dolev, Efrat Sher-Censor, Esther Zach, Michal Shalem Gan-Or

Interdisciplinary Programs in Child Development

Research output: Contribution to journal › Article › peer-review

Abstract

The contribution of dyadic teacher-child interactions to the development of children with special needs has received little research attention. This study examined whether teachers' non-intrusiveness during one-on-one playtime predicts developmental outcomes of children with developmental delay. Participants were 47 teachers and one of their kindergarteners diagnosed with developmental delay. At Time 1, teachers’ non-intrusiveness during teacher-child play interactions was assessed. At Time 1 and 12 months later, kindergarten therapists reported on children's adaptive behavior, school performance, and internalizing and externalizing problems. Teachers’ non-intrusiveness predicted children's increased adaptive behavior, improved school performance, and decreased externalizing problems across the year. Findings highlight the importance of supporting teachers’ non-intrusiveness and including one-on-one teacher-child play as an integral part of special education kindergartens’ curriculum.

Original language	English
Article number	104487
Journal	Research in Developmental Disabilities
Volume	136
DOIs	https://doi.org/10.1016/j.ridd.2023.104487
State	Published - May 2023

Bibliographical note

Funding Information:
This research was supported by Oranim College of Education . This article is based in part on master’s theses by Esther Zach and Michal Shalem Gan-Or. We express our sincere gratitude to the teachers and families who participated in this research.

Publisher Copyright:
© 2023 Elsevier Ltd

Keywords

Developmental delay
Developmental outcomes
Early childhood
Non-Intrusiveness
Teacher-child interaction

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology

Access to Document

10.1016/j.ridd.2023.104487

Cite this

@article{906b269afd7d4dd299f8c43ccd7d6aae,

title = "Teacher-child one-on-one playtime: Teachers{\textquoteright} non-intrusiveness predicts developmental outcomes of children with developmental delay",

abstract = "The contribution of dyadic teacher-child interactions to the development of children with special needs has received little research attention. This study examined whether teachers' non-intrusiveness during one-on-one playtime predicts developmental outcomes of children with developmental delay. Participants were 47 teachers and one of their kindergarteners diagnosed with developmental delay. At Time 1, teachers{\textquoteright} non-intrusiveness during teacher-child play interactions was assessed. At Time 1 and 12 months later, kindergarten therapists reported on children's adaptive behavior, school performance, and internalizing and externalizing problems. Teachers{\textquoteright} non-intrusiveness predicted children's increased adaptive behavior, improved school performance, and decreased externalizing problems across the year. Findings highlight the importance of supporting teachers{\textquoteright} non-intrusiveness and including one-on-one teacher-child play as an integral part of special education kindergartens{\textquoteright} curriculum.",

keywords = "Developmental delay, Developmental outcomes, Early childhood, Non-Intrusiveness, Teacher-child interaction",

author = "Smadar Dolev and Efrat Sher-Censor and Esther Zach and {Shalem Gan-Or}, Michal",

note = "Funding Information: This research was supported by Oranim College of Education . This article is based in part on master{\textquoteright}s theses by Esther Zach and Michal Shalem Gan-Or. We express our sincere gratitude to the teachers and families who participated in this research. Publisher Copyright: {\textcopyright} 2023 Elsevier Ltd",

year = "2023",

month = may,

doi = "10.1016/j.ridd.2023.104487",

language = "English",

volume = "136",

journal = "Research in Developmental Disabilities",

issn = "0891-4222",

publisher = "Elsevier",

}

TY - JOUR

T1 - Teacher-child one-on-one playtime

T2 - Teachers’ non-intrusiveness predicts developmental outcomes of children with developmental delay

AU - Dolev, Smadar

AU - Sher-Censor, Efrat

AU - Zach, Esther

AU - Shalem Gan-Or, Michal

N1 - Funding Information: This research was supported by Oranim College of Education . This article is based in part on master’s theses by Esther Zach and Michal Shalem Gan-Or. We express our sincere gratitude to the teachers and families who participated in this research. Publisher Copyright: © 2023 Elsevier Ltd

PY - 2023/5

Y1 - 2023/5

N2 - The contribution of dyadic teacher-child interactions to the development of children with special needs has received little research attention. This study examined whether teachers' non-intrusiveness during one-on-one playtime predicts developmental outcomes of children with developmental delay. Participants were 47 teachers and one of their kindergarteners diagnosed with developmental delay. At Time 1, teachers’ non-intrusiveness during teacher-child play interactions was assessed. At Time 1 and 12 months later, kindergarten therapists reported on children's adaptive behavior, school performance, and internalizing and externalizing problems. Teachers’ non-intrusiveness predicted children's increased adaptive behavior, improved school performance, and decreased externalizing problems across the year. Findings highlight the importance of supporting teachers’ non-intrusiveness and including one-on-one teacher-child play as an integral part of special education kindergartens’ curriculum.

AB - The contribution of dyadic teacher-child interactions to the development of children with special needs has received little research attention. This study examined whether teachers' non-intrusiveness during one-on-one playtime predicts developmental outcomes of children with developmental delay. Participants were 47 teachers and one of their kindergarteners diagnosed with developmental delay. At Time 1, teachers’ non-intrusiveness during teacher-child play interactions was assessed. At Time 1 and 12 months later, kindergarten therapists reported on children's adaptive behavior, school performance, and internalizing and externalizing problems. Teachers’ non-intrusiveness predicted children's increased adaptive behavior, improved school performance, and decreased externalizing problems across the year. Findings highlight the importance of supporting teachers’ non-intrusiveness and including one-on-one teacher-child play as an integral part of special education kindergartens’ curriculum.

KW - Developmental delay

KW - Developmental outcomes

KW - Early childhood

KW - Non-Intrusiveness

KW - Teacher-child interaction

UR - http://www.scopus.com/inward/record.url?scp=85150442225&partnerID=8YFLogxK

U2 - 10.1016/j.ridd.2023.104487

DO - 10.1016/j.ridd.2023.104487

M3 - Article

AN - SCOPUS:85150442225

SN - 0891-4222

VL - 136

JO - Research in Developmental Disabilities

JF - Research in Developmental Disabilities

M1 - 104487

ER -

Teacher-child one-on-one playtime: Teachers’ non-intrusiveness predicts developmental outcomes of children with developmental delay

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this