The Observation of Child Behavior During Parent-Child Interaction: The Psychometric Properties of the Crowell Procedure

In this descriptive study, we examined the setting of classroom activities related to behavior observed by the child in the classroom interaction, the gender of the child, and the basic teacher's behavior in the pre-school classroom. Using inCLASS, a total of 145 children were observed for an average of 80 minutes in 2 days. This is an observation scale that conceptualizes behaviors as interactions of teachers, peers, tasks, and conflicts. According to the survey results, interactions between children and teachers are on average higher in teacher-structured environments such as large groups. On average, interaction with children 's colleagues and work will be more active with child - oriented settings such as free choice. Children experience more conflict during rest and daily / migration. Finally, gender difference was observed in groups and meals.

Observation of interaction between children and teachers, associates and tasks in pre-school classroom activities

Parent-Child Interaction Therapy (PCIT) was developed based on observations backed up by several experiences. The mandatory interaction pattern (such as the use of aggression to comply with child's compliance and penalties for extensive overdependence) seems to be deeply rooted in the family system, a form of stable response to parent-child conflict It becomes. PCIT is particularly effective when improving parenting skills, reducing children's behavioral problems, and improving the quality of parent-child relationships. PCIT is a highly specific, guardian training model that guides behavior. Many of the components of PCIT are common to cognitive-behavioral interventions. Parents are provided with general information and specific information, and time and attention are used to master skills acquired through "homework" and use of other tools. Summary of children and environment