Contributions of Teacher-Child Interaction Quality to Chinese Children's Development in the Early Childhood Years

Autor/inn/en	Hu, Bi Ying; Fan, Xitao; Wu, Yan; LoCasale-Crouch, Jennifer; Song, Zhanmei
Titel	Contributions of Teacher-Child Interaction Quality to Chinese Children's Development in the Early Childhood Years
Quelle	In: Early Education and Development, 30 (2019) 2, S.159-177 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Bi Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1544809
Schlagwörter	Teacher Student Relationship; Interaction; Preschool Teachers; Preschool Children; Preschool Education; Classroom Environment; Predictor Variables; Academic Ability; Cognitive Ability; Child Development; Thinking Skills; Cognitive Development; Cultural Influences; Socioeconomic Status; Gender Differences; Intelligence Tests; Verbal Ability; Vocabulary; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Klassenklima; Unterrichtsklima; Prädiktor; Denkfähigkeit; Kindesentwicklung; Kognitive Entwicklung; Cultural influence; Kultureinfluss; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	Research Findings: Growing international evidence points to high-quality teacher-child interactions in early learning environments as key contributors to children's learning and development. Little is known, however, about the longitudinal effects of these experiences, particularly in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of classroom teacher-child interaction quality on children's subsequent academic development in a sample of 3-year-old children in Chinese kindergartens. Utilizing a hierarchical linear modeling approach, we found that teacher-child interaction quality, especially the classroom organization domain, consistently predicted the development of children's early academic and cognitive skills. Practice or Policy: Findings contribute to the growing international literature on the critical role teacher-child interaction quality plays in children's learning and development. Implications for policy and professional development are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01