Classroom Interactions, Dyadic Teacher-Child Relationships, and Self-Regulation in Socially Disadvantaged Young Children

This research article analyzes the contributions of self-regulation, teacher-child relationships, and classroom climate in socially disadvantaged young children. The study uses a positivist research paradigm and a quantitative approach to gather data from a sample of 145 children and their educators. The article aims to understand the factors that support behavioral engagement during the transition to school.

ASSESSMENT 3: CRITICAL ANALYSISTEMPLATE
Research Article 1
(Selected from an Assessment 3 topic folder)
Reference (APA style) Cadima, J., Verschueren, K., Leal, T., & Guedes, C.
(2016). Classroom interactions, dyadic teacher–child
relationships, and self–regulation in socially
disadvantaged young children. Journal of abnormal
child psychology, 44(1), 7-17.
Research Paradigm The article “QuarterlyChild engagement in the
transition to school: Contributions ofself-regulation,
teacher–child relationships and classroom climate”
primarily focusing on the reality of child engagement
in the transition to school has applied a positivism
research paradigm in order envelop a wide-range of
situations in a short period of time. In addition to this,
the researchers of this article have efficiently carried a
positivist approach to area of knowledge by relying on
positivist approach to knowledge. Portilla et al. (2014)
have stated that by applying a positivist approach
theoretical implications of particular study can be
fundamentally generalized at a larger extent with
which information for similar issues with diverse social
context can be easily collected. Cadima et al. (2015)
by conducting quantitative approach on the patterns
of behavioural engagement in education over
kindergarten and first grade along with the offerings of
child inhibitory power in addition to components
related to classroom context have been able to draw
potential predictions and maintained consistency,
increased reliability as well as explicability while
gathering data from the sample of 145 children and
their kindergarten as well as first-grade educators
(Cadima et al., 2015).
Project Aim / Purpose Considering the significance of behavioural
engagement it has been highly crucial to recognize
processes which support such forms of involvement
during radical school transition. Moreover, according
to Buhs et al. (2015), as there can be found
insignificant amount of study related to this specific
subject area across kindergarten and first-grade years
and factors supporting process of behavioural
engagement the paper on behavioural engagement
has evaluated the way individual child attributes such
as self-regulation along with factors related teacher–
child relationship quality, classroom organization
which tend to merge to envisage behavioural
engagement across kindergarten and first grade
(Martin & Rimm-Kaufman, 2015). However, realizing
the offerings related to child as well as contextual
antecedents to behavioural engagement in the two
years development period which can be highly critical
aimed for comprehensive consideration of child school
achievements.

Key Research Question/s What are the contributions of self-regulation, teacher–
child relationships and classroom climate?
Methodology & Methods Cadima et al. (2015) by outlining a universal-
ecological model of engagement has essentially
analysed certain cross-grade patterns regarding of
behavioural engagement in learning over kindergarten
and first grade and the contributions of child inhibitory
control. The Martin & Rimm-Kaufman (2015) have
primarily conducted a quantitative research paradigm
with a sampling size of 145 children with their
kindergarten and first-grade teachers. Additionally in
order to perform appropriate instrumentation for
suitable statistical treatments of the data, researchers
have videotaped as a functional participant
observation during the initial sessions of their
kindergarten learning. Following to the videotape
participant observation session to gather increased
level of reliability, two waves of data collection have
been conducted in which researchers of this study
primarily executed classroom observations at the
foundation level of the learning process for two
consecutive months (Levine et al., 2014). However
during the data collection period proficient observers
who did not partake during classroom observations
evaluated the levels of behavioral engagement
following a number of observational periods during the
school day. Furthermore, Cadima et al. (2015) to
evaluate classroom organization have implemented
the Classroom Assessment Scoring System (CLASS) in
order to understand the degree to which educators
have been using effectual procedures to understand,
assess and redirect any factors of misconduct by
young children. Blair & Raver (2015) have noted that
potentially constructive interaction and behaviour of
children during the transition period have been
captured in order to condense personal influence on
the results. The statistical data gathered through
participant observation and scoring system have
revealed reduced levels of child and educator
negotiation with increased levels of intimacy (Blair &
Raver, 2015). Additionally, on one hand by evaluating
within level it has been revealed that behavioural
engagement in kindergarten mediated the
involvement between teacher–child contact as well as
elevated application of perceived peer–teacher
contradictory dealings and meanwhile assessing
behavioural engagement in first grade (Flook et al.,
2015).
Participants Meanwhile, Virtanen et al. (2014) have found the way
participant observation has facilitated the accessibility
for a comprehensive description which primarily tends
to signify the behavioural patterns of informants and
offers avenues for involving in unscheduled events.

Cadima et al. (2015) by conducting participant
observation research method has aimed to enhanced
the quality of data collection and augment the
progress of new research questions or hypothesis
related to the behavioural engagement in education
over kindergarten and first grade along with the
offerings of child inhibitory power in education over
kindergarten and first grade along with the offerings of
child inhibitory influence. The participant group of
around 145 children with mean age of 6 years and 2
months has been enrolled in 30 classrooms in schools
in Flanders, Belgium (Portilla et al., 2014). Cadima et
al. (2016) have observed that participants engaged in
the present sample have been part of the interim
longitudinal study with data waves in preschool,
kindergarten, and first grade. However, it has been
essential to note few children did not engage in the
current sample because of parents resistant in
participating in the study.
Construction of
children(including ethical
considerations, children’s
voice, positioning of
children and power
relationships, and
structural influences)
At this juncture, drawing relevance from social capital
theory, authors have considered whether the
classroom setting tends to envisage engagement of
young children. Studies of Martin and Rimm-Kaufman
(2015) have revealed that influencing children and
classroom attributes, young children constituting
reasonable and interconnected peer associations have
shown greater propensity of being engaged in future
academic performance. According to social capital
theory when students have been engaged in
classroom activities with adequate access to peers for
educational or social sustainability, classroom
intellectual activities tend to have greater availability
to them (Virtanen et al., 2014). However, Diaz et al.
(2017) have stated that as unified and inclusive
settings primarily construct a safe space to connect
children in the primary activities of the setting, school
intervention study has essentially acknowledged this
notion. Furthermore, interventions which support
integrated or unified communities improve
behavioural engagement level of young children for
kindergarten and first grade further relating to
constructive effects of child or class extensive social or
intellectual connections on the modification of children
with behavioural complexities (Blair & Raver, 2015).
Results / Outcomes Martin and Rimm-Kaufman (2015) have stated that
challenges of children with self-regulation have been
perceived as a highly precipitate and inattentive
behavioural pattern in early classroom environment.
According to Martin and Rimm-Kaufman (2015), such
behavioural patterns have been primarily
distinguished as indicators of reduced inhibitory
control specifically factors related to response
inhibition in the milieu of impulsive behaviours and
intervention reserve in the context of
inattentiveness. Moreover, Cadima et al. (2015) have

theorized that lack of attention along with impulsivity
tend to emerge when children encounters challenges
with emotional self-regulation and working memory.
According to Portilla et al. (2014), consequently young
children who show severe lack of self-regulation tend
to develop emotions of being socially alienated thus
losing ground from classroom participation. The
findings of Martin and Rimm-Kaufman (2015) have
showed support for the unconstructive impacts of
supposed perceived peer–teacher conflicted
associations on behavioural engagement in learning.
Moreover, it has been noted that despite levels of
negotiations with a particular child, this particular
child can further be adversely affected by an elevated
proportion of challenging relationships in the
classroom setting. Additionally, considering the
interconnectedness between teachers and children
during this significant phase of children development
Pears et al. (2015) have examined the impact of
educator child relationship quality on children’s
functioning must also consider the individual
attributes that a child carries into the school
surroundings and the way these characteristics tend
to modify transactions between teacher-child
relationship excellence and the child.
Strengths & Limitations One of the major strengths of the articles of Cadima et
al. (2015) has relied on the fact whether the value of
classroom association tends to add up to behavioural
engagement while taking into account both individual
as well as relational factors. The paper through critical
participant observation has revealed that classroom
settings of kindergarten and first grade students has
been regarded as vital contributors in learning
behavioural engagement in education. Furthermore,
drawing relevance from the view of social capital
theory in addition to classification theories related to
social development by paying attention on peer
resources as well as structures within classroom
setting has established an in-depth understanding of
classroom development which can envisage
behavioural engagement of young learners (Flook et
al., 2015). However, emphasizing on the impact of
teacher-student associations based on intimacy,
further query must be based on the suppositions on
behavioural engagement has been highly influenced
by attributes which have its occurrences at the
classroom level or by quality which function
fundamentally at individual level. On the other hand,
Virtanen et al. (2014) have noted that although
alleged peer–teacher conflict evaluation scores have
been calculated based on an outsized sample, with an
average of approximately 8 peers, a more consistent
evaluation has been required in order to include the
scores of all children engaged in the classroom.