Evidence for General and Domain-Specific Elements of Teacher-Child Interactions: Associations with Preschool Children's Development

Autor/inn/en	Hamre, Bridget; Hatfield, Bridget; Pianta, Robert; Jamil, Faiza
Titel	Evidence for General and Domain-Specific Elements of Teacher-Child Interactions: Associations with Preschool Children's Development
Quelle	In: Child Development, 85 (2014) 3, S.1257-1274 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12184
Schlagwörter	Preschool Children; Child Development; Teacher Student Relationship; Interaction; Teaching Methods; Inhibition; Cognitive Ability; Literacy; Models; Evaluation; Evidence + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Kindesentwicklung; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Teaching method; Lehrmethode; Unterrichtsmethode; Hemmung; Denkfähigkeit; Alphabetisierung; Schreib- und Lesefähigkeit; Analogiemodell; Evaluierung; Evidenz
Abstract	This study evaluates a model for considering domain-general and domain-specific associations between teacher-child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher-child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4-year-old children (n = 1,407) responsive teaching was modestly associated with development across social and cognitive domains, whereas positive management and routines was modestly associated with increases in inhibitory control and cognitive facilitation was associated with gains in early language and literacy skills. The conceptual and methodological contributions and challenges of this approach are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10