Abstract
This study examines how teachers respond to children’s noncompliance in
early care settings. This structured observational study will focus on the
moment-to-moment interactions occurring within the preschool classroom
between both the child and teacher. It is predicted that (1) teacher’s direct
bids to children will promote greater instances of child compliance than
indirect bids, and (2) teachers’ responsive language will promote greater
instances of child compliance than restrictive language. The results of this
study will contribute to existing knowledge about the nature of teacher
child interactions in the early care settings.
Recommended Citation
Mann, Melody
(2025)
"Understanding Child Noncompliance in the Early Care Setting,"
McNair Research Journal SJSU: Vol. 21
, Article 8.
https://scholarworks.sjsu.edu/mcnair/vol21/iss1/8