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Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years
Hu,Bi Ying1; Fan,Xitao2; Wu,Yan3; LoCasale-Crouch,Jennifer4; Song,Zhanmei5
2019-02-17
Source PublicationEarly Education and Development
ISSN10409289
Volume30Issue:2Pages:159-177
AbstractResearch 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.
DOI10.1080/10409289.2018.1544809
URLView the original
Language英语
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionUniversity of Macau
Corresponding AuthorWu,Yan
Affiliation1.University of Macau,,Macao
2.Chinese University of Hong Kong,,Shenzhen,China
3.Guangdong University of Foreign Studies,,China
4.University of Virginia,,United States
5.Yincai University,,China
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Hu,Bi Ying,Fan,Xitao,Wu,Yan,et al. Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years[J]. Early Education and Development,2019,30(2):159-177.
APA Hu,Bi Ying,Fan,Xitao,Wu,Yan,LoCasale-Crouch,Jennifer,&Song,Zhanmei.(2019).Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years.Early Education and Development,30(2),159-177.
MLA Hu,Bi Ying,et al."Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years".Early Education and Development 30.2(2019):159-177.
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