Adult Interactions and Child Engagement

By R. McWilliam, Anita A. Scarborough, H. Kim, F. Porter, K. Harville, S. Hege, Renee E. L. de Kruif, J. Lucas, E. Reilly, Kimberley Sloper and 3 more. 2003

130 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/37a29707f1a30e1fcebb9352648bd1a8198dc248

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In Clinical Psychology

In Education

Citations in the corpus

An Eco-Behavioral Analysis of Children's Engagement in Urban Public School Preschool Classrooms. (2008, background): “Whether these types of teacher behaviors are sufficiently potent to promote or sustain active child engagement is unclear (McWilliam et al., 2003).”
Electronic versus traditional storybooks: Relative influence on preschool children’s engagement and communication (2010, background): “A child who demonstrates engagement during a reading experience might explore the book, engage in discussion, show interest in pictures, and/or demonstrate attention for the duration of the task (McWilliam et al., 2003).”
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms (2005, background): “McWilliam, Scarborough, and Kim (2003) studied this relation, quantifying engagement as one of nine categories ranging from “persistent” to “unoccupied, disengaged behavior.””
The teacher's role in supporting young children's level of play engagement (2014, unknown): “Therefore, teachers are found to disturb children ’ s engagement with objects and peers by being too directive without responding to children or by being intrusive and taking over children ’ s initiatives (Harper & McCluskey, 2003; McWilliam, Scarborough, & Kim, 2003; Wilcox-Herzog & Kontos, 1998).”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “group sizes (accompanied with frequent and careful monitoring by teachers) have been linked to increased behavioral engagement in activities in preschool settings (McWilliam et al., 2003) as well as elementary schools (Greenwood et al.”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “For young children, warm, positive classrooms that support children's autonomy and responsibility are associated with more engagement in learning ( Bogner, Raphael, & Pressley, 2002 ; Pianta, La Paro, et al, 2002 ; McWilliam, Scarborough, & Kim, 2003 ).”