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

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 Chine...

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Published inEarly education and development Vol. 30; no. 2; pp. 159 - 177
Main Authors Hu, Bi Ying, Fan, Xitao, Wu, Yan, LoCasale-Crouch, Jennifer, Song, Zhanmei
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 17.02.2019
Taylor & Francis Ltd
Subjects
Academic Ability
Child Development
Children & youth
Classroom Environment
Cognition & reasoning
Cognitive Ability
Cognitive Development
Cultural Influences
Gender Differences
Intelligence Tests
Interaction
Predictor Variables
Preschool Children
Preschool Education
Preschool Teachers
Quality
Socioeconomic Status
Teacher Student Relationship
Thinking Skills
Verbal Ability
Vocabulary
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Summary: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.
ISSN:1040-9289
1556-6935
DOI:10.1080/10409289.2018.1544809