This study was designed to measure and describe the roles that teachers in early childhood programs for typical children assume while implementing ongoing activities. The intent was to determine ways that effective teaching strategies could be incorporated into teachers' existing behaviors. Twenty teachers were observed during their usual implementation of activities, and their roles, time spent in each role, and the number and type of changes were recorded. In addition, the activities in which each role was observed were noted. Based on these data, it appears that early childhood teachers engage in many roles and switch roles frequently. Further, the activities do not predict the roles performed. The data were used to propose a model for assessing teachers' roles when planning how to embed effective instructional strategies in their ongoing practices.
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