Individual Approaches to
Building Emotional Support
in Pre-K Classrooms
Maryam Irshad
UVA RPES Summer Undergraduate Research Program
Mentors: Dr. Bridget Hamre & Dr. Jason Downer
NCRECE

National Center for Research on Early Childhood
Education

Focusing on improving quality and effects of early
childhood education



Course: Support of Language and Literacy Development in
Preschool Classrooms through Effective Teacher-Child Interactions
& Relationships
Individualized Consultancy—providing support and feedback to
improve the quality of teacher interactions
Enabling teachers to feel more effective in the classroom
environment
NCRECE Study Design
Group 1
Group 2
Course &
Consultancy
Course &
No Consultancy
Group 3
Group 4
No Course & Consultancy
No Course &
No Consultancy
CLASS Scoring and Reliability
Classroom Assessment Scoring System
(CLASS)—tool to assess classroom quality on
10 dimensions
 7 point Likert scale: Low (1-2), Mid (3-5), High
(6-7)
 80% reliability of coders—to ensure accurate
coding

CLASS Domains
Classroom Quality
Emotional Support
Positive
Climate
Negative
Climate
Classroom
Organization
Instructional
Support
Positive Climate

Relationships






Physical proximity
Shared activities
Peer assistance
Matched affect
Social conversations
Positive Affect



Smiling
Laughter
Enthusiasm

Positive Communication




Verbal affection
Physical affection
Positive expectations
Respect




Eye Contact
Warm, calm voice
Respectful Language
Cooperation and/or sharing
Variability within Positive Climate


Teachers may use
different techniques but
may end up with the
same score
“You did a marvelous
job, I’m so impressed”
vs. physical affection—
hugs and high fives


Teachers may use the
same techniques and end
up with different
scores—depending on
delivery
“Wow you rocked that
question” bubbly vs. flat
affect
Negative Climate

Negative Affect






Punitive Control





Yelling
Threats
Physical control
Harsh Punishment
Sarcasm/Disrespect




Irritability
Anger
Harsh voice
Peer aggression
Disconnected or escalating negativity
Sarcastic voice/statement
Teasing
Humiliation
Severe Negativity



Victimization
Bullying
Physical Punishment
Past Research

There is NOT just one way to being a teacher who
impacts a child’s life.—there are many pathways and
techniques to becoming an effective teacher.

Past research done by Hamre and Pianta (2005) found
that “Students who see teachers as supportive are more
likely to pursue goals valued by teachers, such as
engagement in academic activities.” (Child
Development, pg. 962)
Future Research

Which techniques within positive climate are
most effective and related to high educational
achievement?
Questions???
Bibliography



Hamre, B. K., Pianta, R. C. (2005). Can instructional and
emotional support in the first-grade classroom make a
difference for children at risk? Child Development, 76(5), (949967).
Pianta, R. C., Belsky, T., Vandergrift, N., Houts, R., Morrison,
F. R. (2008). Classroom effects on children’s achievement
trajectories on children’s achievement trajectories in elementary
school. American Educational Research, 45(2), (365-397).
Pianta, R. C., La Paro, K. M., Hamre, B. K. (2008). Classroom
Assessment Scoring System Pre-K. Paul H. Brookes Publishing
Co. Inc., Baltimore.