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Direct linkTilbe, Yohannes Tigro; Gai, Xiaosong – Early Child Development and Care, 2022
The present study investigated the relationship between teacher-child interaction quality and children's social-emotional and language development. Also considered was the level/status of classroom quality in preschool setting. Classroom Assessment Scoring System Pre-K (CLASS Pre-K), the Devereux Early Childhood Assessment (DECA-P2), and Peabody…
Descriptors: Teacher Student Relationship, Child Development, Social Emotional Learning, Educational Quality
Grosse, Christiane; Kluczniok, Katharina; Rossbach, Hans-Guenther – Early Child Development and Care, 2019
Based on a theoretical model of instructional quality this study investigates the influence of different dimensions of instructional quality in the school entrance phase on students' language development taking into account child and family background factors as well as structural characteristics of the classroom and teacher's educational beliefs.…
Descriptors: Foreign Countries, Elementary School Students, Grade 2, Educational Quality
Hindman, Annemarie H.; Wasik, Barbara A. – Early Child Development and Care, 2017
The current study examined whether Head Start children who experienced a high-quality preschool intervention, "Exceptional Coaching for Early Language and Literacy" ("ExCELL"), as three-year-olds began the subsequent pre-kindergarten (or four-year-old) year with stronger language and literacy skills than same-age peers who…
Descriptors: Preschool Children, Emergent Literacy, Language Acquisition, Coaching (Performance)
