Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
4936345 | Children and Youth Services Review | 2017 | 47 Pages |
Abstract
Quality early childhood education (ECE) is central to children's development and, thus, has become a focus of the current Chinese education agenda. Using a sample of 589 Chinese children in 59 preschool classrooms, this study examined how a key aspect of ECE quality, teacher-child interactions, was related to children's skills. Findings indicated that teacher-child interactions were related to children's cognitive skills, but not to social skills. These results contribute to the growing international research literature on the critical role teacher-child interactions play with children's learning and development. Implications for policy and professional development are discussed.
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Authors
Bi Ying Hu, Xitao Fan, Zhongling Wu, Jennifer LoCasale-Crouch, Ning Yang, Juan Zhang,