Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools

Bi Ying Hu, Shuang Wang, Yingquan Song and Jennifer LoCasale-Crouch

Children and Youth Services Review, 2020, vol. 116, issue C

Abstract: 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.

Keywords: Provision for learning; Teacher-child interactions; Chinese preschool; Activities (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (2)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920302346

DOI: 10.1016/j.childyouth.2020.105112

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