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OBSERVING TODDLERS’ INDIVIDUAL EXPERIENCES IN CLASSROOMS: INITIAL USE OF THE PARENTING INTERACTIONS WITH CHILDREN: CHECKLIST OF OBSERVATIONS LINKED TO OUTCOMES
Author(s) -
Lippard Christine N.,
Riley Katie L.,
HughesBelding Kere
Publication year - 2016
Publication title -
infant mental health journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.693
H-Index - 75
eISSN - 1097-0355
pISSN - 0163-9641
DOI - 10.1002/imhj.21584
Subject(s) - toddler , psychology , developmental psychology , checklist , cognitive psychology
This study investigated using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman, Cook, Innocenti, Norman, & Christiansen, 2013a) measure to assess teacher–child interactions experienced by individual toddlers within their childcare classrooms. Forty toddlers were observed, each during three 10‐min cycles, and all their interactions with adults in the classroom were coded using the PICCOLO. Results, in terms of psychometric properties, indicate promise for using this measure to observe toddlers’ individual experiences of teacher–child interactions in group settings. Furthermore, certain individual teacher–toddler interactions were associated with toddlers’ problem behavior. Implications for use of the PICCOLO in early childhood classroom research and particular findings related to toddlers’ behavior are discussed.