Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups

Tasha Wyatt*, Brook Chapman-DeSousa

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


Although small group instruction is often endorsed in teaching young children, teachers are rarely given explicit instruction on how to move instruction into small groups where effective adult-child interactions can take place. This study examines how 14 early childhood educators transitioned their instruction from whole to small group teaching after participating in a year-long program of professional development. The results indicate teachers’ previous definitions of “teaching as dissemination” interfered with their ability to take on new roles, design tasks, and manage time. Implications include the need for teacher educators to focus on how teaching through interaction shifts these aspects of the teaching process.

Original languageEnglish
Pages (from-to)61-70
Number of pages10
JournalEarly Childhood Education Journal
Issue number1
StatePublished - 1 Jan 2017
Externally publishedYes


  • Professional development
  • Small group instruction
  • Teaching through dialogue


Dive into the research topics of 'Teaching as Interaction: Challenges in Transitioning Teachers’ Instruction to Small Groups'. Together they form a unique fingerprint.

Cite this