Infant and Child Development, 19(4), 385- 405.Leflot, G., Onghena, P., & Colpin, H. (2010). Teacher-child interactions: Relations with children's self-concept in second grade. Infant and Child Development, 19(4). 385-405.
This book investigates this important topic by raising three overarching questions: (1) What are 'good' teacher–child interactions and how they can be measured? (2) Which individual and/or contextual aspects are associated with teacher–child interactions? (3) What is the impact of teacher–...
teacher-child interactionsbehavioral self-regulationemotional self-regulationThis study investigates the interplay between family risk and the quality of classroom interactions and their impact on self-regulation skills in two groups of children鈥攃hildren from socioeconomically disadvantaged backgrounds (at-...
The goals of this research were to describe the daily life of children and teachers in Chinese kindergarten programmes, to better understand how teacher–child interactions affect both teachers and children. The main assumption guiding this research was that teacher–child interaction is one of the ...
However, teacher-child interactions focused on support of children's social play were relatively rare and similar for both groups of children, despite differences in mean social play level for the two groups. Teachers were much more likely to support the cognitive aspects of children's play than...
The quality of classroom experiences in Chinese kindergarten classrooms across settings and learning activities: Implications for teacher preparation Teaching and Teacher Education, Volume 57, 2016, pp. 39-50 Bi Ying Hu,…, Ning Yang Longitudinal associations between teacher-child interactions and academic...
a5455 Wilshire Blvd Ste 1010 5455 Wilshire大道Ste 1010年 [translate] aEvidence for General and Domain-Specific Elements of Teacher–Child Interactions: Associations With Preschool Children’s Development 证据为老师孩子互作用的一般和专门领域元素: 协会以学龄前儿童发育 [translate] ...
Among 440 early childhood teachers, half were randomly assigned to take a 14-week course on effective teacher-child interactions. This course used the Classroom Assessment Scoring System (CLASS) as the basis to organize, describe, and demonstrate effective teacher-child interactions. Compared to teach...
Teacher-child interactions will be directly observed in a sub-sample of 20 classrooms (25% of teachers) using the TPOT. This is a structured real-time frequency count of defined teacher behaviours and types of teacher-child interaction that will be carried out by observers blind to allocation....
Teacher-child interactions will be directly observed in a sub-sample of 20 classrooms (25% of teachers) using the TPOT. This is a structured real-time frequency count of defined teacher behaviours and types of teacher-child interaction that will be carried out by observers blind to allocation....