Teacher-child interactionsclassroom qualitypreschool educationsocial developmentlanguage developmentThe 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...
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–...
Many early intervention programs have been shaped by the notion that children鈥檚 development should be studied in the contexts of family and community. Re... PJM Brent - 《International Journal of Early Childhood》 被引量: 77发表: 2002年 Influences of Teacher–Child Social Interactions on Englis...
The present study used an interpersonal theoretical perspective to examine the interactions between Dutch teachers and kindergartners. Interpersonal theory provides explanations for dyadic interaction behaviors by stating that complementary behaviors (dissimilar in terms of control, and similar in terms of af...
The main assumption guiding this research was that teacher–child interaction is one of the most important processes in early childhood education. A clear understanding of typical teacher–child interactions may help to improve teachers' support of children's learning and development. In‐depth field ...
Teacher–child relationships in early childhood are a crucial prerequisite for children's emotional, social and academic development. Therefore, it is important to be able to measure accurately the quality of interactions among them. The Student–Teacher Relationship Scale (STRS) is a widely accepted...
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 interaction quality and children’s development Early childhood education (ECE) quality is typically conceptualized to have two dimensions: structural quality (e.g. teacher–child ratio, qualification of teachers, the physical environment of classroom, class materials, etc.) and process ...
teaching resonates strongly, suggesting that educators and parents alike must explore and embody love in their daily interactions with children. Love, in this sense, evolves into a lifelong quest—one that continually adapts in response to societal changes and the evolving understanding of child ...
early childhood educationteacher-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 ...