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

Bi Ying Hu, Xitao Fan, Zhongling Wu, Jennifer LoCasale-Crouch, Ning Yang and Juan Zhang

Children and Youth Services Review, 2017, vol. 79, issue C, 78-86

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.

Keywords: Teacher-child interactions; CLASS; China; Early childhood education; Child outcomes; Preschool (search for similar items in EconPapers)
Date: 2017
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (4)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0190740917301202
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:79:y:2017:i:c:p:78-86

DOI: 10.1016/j.childyouth.2017.05.028

Access Statistics for this article

Children and Youth Services Review is currently edited by Duncan Lindsey

More articles in Children and Youth Services Review from Elsevier
Bibliographic data for series maintained by Catherine Liu ().