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ERIC Number: EJ1166234
Record Type: Journal
Publication Date: 2018-Feb
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0034-6543
EISSN: N/A
The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher-Student Interactions for Children's Executive Functions
Vandenbroucke, Loren; Spilt, Jantine; Verschueren, Karine; Piccinin, Claire; Baeyens, Dieter
Review of Educational Research, v88 n1 p125-164 Feb 2018
Executive functions (EFs), important cognitive processes that enable goal-directed behavior, develop due to maturation and environmental stimulation. The current study systematically reviews and synthesizes evidence on the association between teacher-student interactions and EFs. The search resulted in 28 studies, from which 23 studies provided sufficient data to be included in the calculations. Overall effect sizes indicate that teacher-child interactions are related to general executive functioning, working memory, and inhibition but not cognitive flexibility. Relationships were stronger for studies including children at the beginning of elementary school, studies with higher socioeconomic status participants and more boys, and studies measuring teacher-child interactions at the dyadic level. This study shows that qualitative teacher-child interactions are important for performance in EFs in children. This suggests that teachers can promote the cognitive processes that are essential in children's learning by changing their behavior to create an emotionally positive, structured, and cognitively stimulating classroom environment.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A