Teacher-Child Interactions in Early Childhood Education and Its Effects on Social and Language Development

Autor/inn/en	Tilbe, Yohannes Tigro; Gai, Xiaosong
Titel	Teacher-Child Interactions in Early Childhood Education and Its Effects on Social and Language Development
Quelle	In: Early Child Development and Care, 192 (2022) 5, S.761-774 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tilbe, Yohannes Tigro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1798944
Schlagwörter	Teacher Student Relationship; Child Development; Social Emotional Learning; Educational Quality; Classroom Environment; Foreign Countries; Correlation; Intelligence Tests; Verbal Ability; Vocabulary; Classroom Techniques; Preschool Teachers; Preschool Children; Preschool Education; Ethiopia; Classroom Assessment Scoring System; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Kindesentwicklung; Quality of education; Bildungsqualität; Klassenklima; Unterrichtsklima; Ausland; Korrelation; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Klassenführung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Äthiopien
Abstract	The present study investigated the relationship between teacher-child interaction quality and children's social-emotional and language development. Also considered was the level/status of classroom quality in preschool setting. Classroom Assessment Scoring System Pre-K (CLASS Pre-K), the Devereux Early Childhood Assessment (DECA-P2), and Peabody Picture Vocabulary Test (PPVT-IV) were used to collect data from 177 children and 55 teachers in preschool centres of Arba Minch town, Ethiopia. Emotional support, classroom organization, and instructional support were not significantly correlated with children's social-emotional and language development. An average level of classroom quality was observed in emotional support domain while classroom organization and instructional support were each rated at the low end. The findings reveal a need for Ethiopian preschool teachers to improve the quality of classroom organization and instructional support in order to promote children's optimal development. Limitations and future research directions are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01