Modalities and Effectiveness of Interventions Aimed at Promoting Teacher–Child Interaction to Reduce Children's Externalizing Behavior Problems in Childcare Centers: A Systematic Review and Meta-Analysis.
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| Title: | Modalities and Effectiveness of Interventions Aimed at Promoting Teacher–Child Interaction to Reduce Children's Externalizing Behavior Problems in Childcare Centers: A Systematic Review and Meta-Analysis. |
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| Authors: | Harti, Fayçal1 (AUTHOR) hartifayal@gmail.com, Chausseboeuf, Léa1 (AUTHOR), Santelices, Maria Pia2 (AUTHOR), Wendland, Jaqueline1,3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Jan2026, Vol. 54 Issue 1, p135-173. 39p. |
| Subject Terms: | *Teacher-student communication, *Child development, *Day care centers, *Educational support, Externalizing behavior, Treatment effectiveness, Aggregation (Statistics) |
| Abstract: | While problematic behaviors can hamper children's early positive development, the teacher–child relationship can play a crucial role in mitigating children's externalizing problem behavior (EPB).This review aims to systematically examine and synthesize evidence on the effectiveness of interventions designed to enhance teacher–child interactions (TCIs) and assess their impact on reducing EPB among children in childcare settings. Systematic literature searches were performed on four electronic databases (EBSCO, ERIC, SCOPUS, and WOS). A complementary search of clinical trial registries (clinicaltrials.gov) was performed. The studies reported on interventions targeting the promotion of TCI to reduce children's EPB in childcare settings. The children were aged 0–6 years, and their EPB was assessed using self-report questionnaires and/or observational coding instruments. The risk of bias was evaluated using the Joanna Briggs Institute's Critical Appraisal Tool. The standardized mean differences were pooled using random effects, and a moderator analysis was conducted. The review included 26 studies, 12 of which were included in a meta-analysis, revealing a significant decrease in children's EPB (SMD = −0.240; 95% CI = [−0.362, −0.117]; p = 0.001). Tier-2 interventions implemented within the Multi-Tiered Systems of Support (MTSS) framework were particularly effective (SMD = −0.508; 95% CI: [−0.755, −0.261]). Furthermore, interventions that integrated video components also showed significant effectiveness (SMD = −0.303; 95% CI: [−0.434, −0.172]). This review emphasizes the importance of enhancing TCIs to reduce children's EPB and recommends innovative training methods and long-term follow-up studies for improved effectiveness. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191072469 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Modalities and Effectiveness of Interventions Aimed at Promoting Teacher–Child Interaction to Reduce Children's Externalizing Behavior Problems in Childcare Centers: A Systematic Review and Meta-Analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Harti%2C+Fayçal%22">Harti, Fayçal</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hartifayal@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Chausseboeuf%2C+Léa%22">Chausseboeuf, Léa</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Santelices%2C+Maria+Pia%22">Santelices, Maria Pia</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Wendland%2C+Jaqueline%22">Wendland, Jaqueline</searchLink><relatesTo>1,3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Jan2026, Vol. 54 Issue 1, p135-173. 39p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher-student+communication%22">Teacher-student communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Day+care+centers%22">Day care centers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+support%22">Educational support</searchLink><br /><searchLink fieldCode="DE" term="%22Externalizing+behavior%22">Externalizing behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Treatment+effectiveness%22">Treatment effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Aggregation+%28Statistics%29%22">Aggregation (Statistics)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: While problematic behaviors can hamper children's early positive development, the teacher–child relationship can play a crucial role in mitigating children's externalizing problem behavior (EPB).This review aims to systematically examine and synthesize evidence on the effectiveness of interventions designed to enhance teacher–child interactions (TCIs) and assess their impact on reducing EPB among children in childcare settings. Systematic literature searches were performed on four electronic databases (EBSCO, ERIC, SCOPUS, and WOS). A complementary search of clinical trial registries (clinicaltrials.gov) was performed. The studies reported on interventions targeting the promotion of TCI to reduce children's EPB in childcare settings. The children were aged 0–6 years, and their EPB was assessed using self-report questionnaires and/or observational coding instruments. The risk of bias was evaluated using the Joanna Briggs Institute's Critical Appraisal Tool. The standardized mean differences were pooled using random effects, and a moderator analysis was conducted. The review included 26 studies, 12 of which were included in a meta-analysis, revealing a significant decrease in children's EPB (SMD = −0.240; 95% CI = [−0.362, −0.117]; p = 0.001). Tier-2 interventions implemented within the Multi-Tiered Systems of Support (MTSS) framework were particularly effective (SMD = −0.508; 95% CI: [−0.755, −0.261]). Furthermore, interventions that integrated video components also showed significant effectiveness (SMD = −0.303; 95% CI: [−0.434, −0.172]). This review emphasizes the importance of enhancing TCIs to reduce children's EPB and recommends innovative training methods and long-term follow-up studies for improved effectiveness. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191072469 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-024-01773-y Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 39 StartPage: 135 Subjects: – SubjectFull: Teacher-student communication Type: general – SubjectFull: Child development Type: general – SubjectFull: Day care centers Type: general – SubjectFull: Educational support Type: general – SubjectFull: Externalizing behavior Type: general – SubjectFull: Treatment effectiveness Type: general – SubjectFull: Aggregation (Statistics) Type: general Titles: – TitleFull: Modalities and Effectiveness of Interventions Aimed at Promoting Teacher–Child Interaction to Reduce Children's Externalizing Behavior Problems in Childcare Centers: A Systematic Review and Meta-Analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Harti, Fayçal – PersonEntity: Name: NameFull: Chausseboeuf, Léa – PersonEntity: Name: NameFull: Santelices, Maria Pia – PersonEntity: Name: NameFull: Wendland, Jaqueline IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 54 – Type: issue Value: 1 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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