Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools
•Activities is related to classroom interactions.•Activities mediate the links between structural quality and classroom interactions.•Structural quality moderate the link between Activities and Instructional Support. In this study, the complex association between developmentally appropriate activiti...
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Published in | Children and youth services review Vol. 116; p. 105112 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
Oxford
Elsevier Ltd
01.09.2020
Elsevier Science Ltd |
Subjects | |
Online Access | Get full text |
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Summary: | •Activities is related to classroom interactions.•Activities mediate the links between structural quality and classroom interactions.•Structural quality moderate the link between Activities and Instructional Support.
In this study, the complex association between developmentally appropriate activities and teacher-child interaction quality is explored among 122 teachers from 59 rural preschools in northern China. Specifically, the researchers examined the association between three dimensions of Provisions for Learning (i.e., Space and Furnishing (SF), Curriculum Planning and Implementation (CPI), and Activities) and three domains of teacher-child interaction quality (Emotional Support, Classroom Organization, and Instructional Support). The results confirmed activities fully mediated the influence from SF to Emotional Support and Instructional Support. Also, Activities fully mediated the association between CPI and Emotional and Instructional Support. Moreover, SF and CPI moderated the association between Activities and Instructional Support. Implications are discussed, particularly in light of the rural preschool context. |
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ISSN: | 0190-7409 1873-7765 |
DOI: | 10.1016/j.childyouth.2020.105112 |