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Direct linkHu, Bi Ying; Wu, Zhongling; Winsler, Adam; Wu, Yan; Fan, Xitao – Early Education and Development, 2021
Research Findings: This longitudinal study examined how teacher-child interaction quality related to growth in children's approaches to learning (ATL), measured by Competence Motivation Learning Strategies, and Attention and Persistence, in a stratified random sample of 607 Chinese children. Data on classroom teacher-child interaction quality…
Descriptors: Teacher Student Relationship, Preschool Children, Student Behavior, Foreign Countries
Sembiante, Sabrina F.; Yeomans-Maldonado, Gloria; Johanson, Megan; Justice, Laura – Early Education and Development, 2023
Research Findings: We examined the amount of preschool lead/assistant teachers' English/Spanish language use and relations between quality of teacher-child interactions, and Dual Language Learners' (DLLs) English/Spanish bilingual vocabulary in 31 English-medium Head Start classrooms. Measures in this study included (a) children's conceptual…
Descriptors: Classroom Communication, Bilingualism, Bilingual Teachers, Teacher Student Relationship
Peer reviewedScrimsher, Sheryl; Tudge, Jonathan – Early Education and Development, 2003
Re-interprets Vygotsky's concept of the zone of proximal development as a recommendation that primary school teachers attend to what both they and their students bring to learning interactions, including cultural contexts and personal histories. Emphasizes Vygotsky's idea that teacher-student interactions be characterized by both teaching and…
Descriptors: Context Effect, Cultural Context, Early Childhood Education, Educational Theories
