|کد مقاله||کد نشریه||سال انتشار||مقاله انگلیسی||ترجمه فارسی||نسخه تمام متن|
|353634||618935||2016||11 صفحه PDF||سفارش دهید||دانلود رایگان|
• Latent profile analysis showed four profiles of teacher-child interactions in Chinese kindergartens.
• Low Quality Profile (24.4%, n = 43); Medium Quality with Lower Instructional Support Profile (47.1%, n = 86); Medium Quality with Higher Instructional Support Profile (14.4%, n = 25); and High Quality Profile (14.1%, n = 26).
• Both kindergarten-level variables (e.g., teaching experience) and teacher-level program features (e.g., annual government funding) are associated with process quality.
This study examined the quality of teacher-child classroom interactions in Chinese kindergartens and associated program- and teacher-related features. In examining 180 classrooms from randomly selected kindergartens in a southern China province, latent profile analysis (LPA) identified four distinctive profiles of teacher-child interactions. Significant associations were found between teacher-child interaction quality profiles, teacher and program features. Lower teacher-child interaction quality profiles were associated with less desirable program-and teacher-related features, suggesting that programs serving communities where families were most socioeconomically disadvantaged were least likely to receive them.
Journal: Early Childhood Research Quarterly - Volume 37, 4th Quarter 2016, Pages 58–68