THE IMPACT OF TEACHER'S INTERACTIVE STYLES ON INFANTS AND TODDLERS' INITIATIVE AND DEVELOPMENT

A growing body of literature suggests that the quality of teacher-child relationship is related to children's development outcomes. The quality of adult child interaction has been highlighted on past and recent research, which states that when children are exposed to less directive and more responsive teachers they develop social skills. Relationships are influential and provide the basis for young children's development and learning. Consistent, nurturing relationships with caregivers, including the primary one, early in life and throughout childhood are the cornstones of both emotional and intellectual competence. The main goal of this study is to understand the relationship between teacher's interactive styles and infants and toddlers' initiative and development. The participants of this study are 120 children from 12 to 24 months, and 12 early childhood teachers. Data was collected in private (for-profit) and social solidarity (IPSS) (non-profit) institutions through the application of the following tools: a) High Scope Infant-Toddler Program Quality Assessment (PQA); b) High Scope Child Observation Record for Infants and Toddlers (COR); c) Teaching styles rating scale (TSRS); d) social and demographic questionnaire. To ensure confidentiality and anonymity the real names of institutions, teachers and children were not used. Children and teachers were observed in daily classrooms activities in different moments: free play and structured activities. Descriptive and inferential statistics was used to analyze data, through SPSS 22. The results show significant statistical associations between teachers' interactive styles and children's initiative and development, namely on sense of self, communication and language, and early logic. This study reveals the critical role of teachers' interactive styles on infants and toddler's development and in this sense, provides implications for early childhood teachers' pre-service and in-service education.