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Direct linkYohannes Tigro Tilbe; Gai Xiaosong – International Journal of Child Care and Education Policy, 2024
Quality teacher-child interaction is considered one of the primary mechanisms through which educational experience fosters the development of children's competencies. Teachers' self-efficacy and beliefs about developmentally appropriate practices influence the quality of classroom interaction. However, the findings are mixed, and more research…
Descriptors: Teacher Student Relationship, Preschool Teachers, Preschool Education, Correlation
Beers, Courtney – Early Child Development and Care, 2019
The quality of early caregiving and educational environments has a significant effect on children's later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments and therefore they need appropriate professional preparation. The purpose of this study was to describe the ways in which…
Descriptors: Preservice Teachers, Cognitive Development, Child Development, Early Childhood Teachers
Test, Joan E.; Cornelius-White, Jeffrey H. D. – Journal of Early Childhood Research, 2013
Social factors in the classroom (such as interactions with peers and teachers, talk, observation of others, and presence of peers and teachers) influence engagement, but little is known about the sequence or timing of these social factors with engagement. In this observational study of 12 preschoolers, ages 2-5 years, the influence of the timing…
Descriptors: Preschool Children, Preschool Education, Peer Relationship, Teacher Student Relationship
