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

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.