MA (Master of Arts)
Early Childhood Education
Date of Award
Committee Chair or Co-Chairs
Amy Malkus, Pamela Evanshen, Rebecca Isbell
The purpose of this study was to examine the relationship of positive adult-to-child physical interactions and negative toddler behaviors in the classroom. Twenty-one licensed childcare centers participated in this study. One center was used to field-test the researcher-created tally instruments. The 20 centers remaining were observed to identify the number of positive adult-to-child physical interactions. They were then ranked from the classroom having the highest amount of adult-to-child interactions to that having the lowest. Three classrooms were then randomly selected from both the top and bottom thirds, providing six classrooms for the final study. Negative toddler behaviors were then observed in each of the six classrooms. No significant relationship was found between the amount of positive adult-to-child interactions and the amount of negative toddler behaviors. Results included the identification of high positive adult-to-child interactions occurring in the manipulative and the gross motor areas and involved touching and holding.
Thesis - unrestricted
Hackney, Sarah Webb, "The Effects of Adult Interaction on Toddler Behavior in the Classroom." (2003). Electronic Theses and Dissertations. Paper 747. https://dc.etsu.edu/etd/747
Copyright by the authors.