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Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms

Description:
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. (author abstract)
Resource Type:
Reports & Papers
Country:
China

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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