An Eco-Behavioral Approach to Examining the Contextual Effects of Early Childhood Classrooms.

By S. Kontos, Margaret R. Burchinal, C. Howes, S. Wisseh, E. Galinsky. 2002

103 citations recorded by the source corpus.

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The Role of Action Research in Fostering Culturally-Responsive Practices in a Preschool Classroom (2009, background): “Multiple research studies on early childhood education have emphasized the importance of developing culturallyresponsive educational settings (Bernhard 1995; Buysse et al. 2005; Espinosa 2005; Gay 2000; Kontos et al. 2002 ).”
The teacher's role in supporting young children's level of play engagement (2014, unknown): “During free play the teacher has two kinds of roles: the role of play manager and the role of play enhancer or playmate (Kontos, 1999; Kontos, Burchinal, Howes, Wisseh, & Galinsky, 2002).”
A Longitudinal Examination of Young Children’s Learning Behavior: Child-Level and Classroom-Level Predictors of Change Throughout the Preschool Year (2010, background): “In turn, exposure to creative activities and dramatic play can lead children to engage in more complex and stimulating interactions with objects of play (Kontos et al., 2002; Kontos & Keyes, 1999).”
Early Childhood Teachers' Curriculum Beliefs: Are They Consistent With Observed Classroom Practices? (2011, background): “Kontos, Burchinal, Howes, Wisseh, and Galinsky ( 2002 ) found that classroom activity (eg, routine, creative play, didactic activities) moderated the association between teacher involvement with children and the level of complexity of children's play.”