A Qualitative Investigation of Primary Teachers' Intentional Strategies for Promoting Development in Early Childhood

This paper presents findings from a qualitative, exploratory study that was designed to describe the intentional strategies that primary teachers, in a single northeast state, reported they used to promote students' academic, social, and behavioral development. The conceptual framework that guided this investigation was derived from the works of La Paro, Pianta, and Stuhlman (2004), La Paro and Pianta (2003), and Pianta et al. (2005). Through their research, they identified three dimensions that define quality emotional and instructional elements in early childhood classroom settings: emotional climate, classroom management, and instructional support. Data were collected using an interview guide based on this conceptual framework and Flanagan's (1954) Critical Incident Technique. The sample was 14 primary grade teachers. In recounting memorable classroom situations, all of the interviewees provided rich and specific examples of intentional strategies that encompassed each of the descriptors and dimensions of the conceptual framework. Further, they each described how they made deliberate efforts to create a classroom climate that supported the overall development of their students. (Contains 2 tables.)