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The Quality of Teacher-Child Interactions during the Enactment of Playful Science Games in Preschool
Guarrella, Cristina; Cohrssen, Caroline; van Driel, Jan – Early Education and Development, 2022
Research Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality…
Descriptors: Teacher Student Relationship, Interaction, Science Education, Preschool Teachers
Shuang Wang; Xiaolong Wang; Luyao Liang; Hongbin Xie – Early Education and Development, 2024
Research Findings: The quality of teacher-child interaction is a principal driver of children's development of pre-literacy skills. Yet previous findings regarding the associations between teacher-child interaction quality as measured by the Classroom Assessment Scoring System (CLASS) and children's pre-literacy skills have been inconclusive. This…
Descriptors: Teacher Student Relationship, Emergent Literacy, Classroom Environment, Young Children
Kook, Janna Fuccillo; Greenfield, Daryl B. – Journal of Early Childhood Research, 2021
High-quality instructional interaction, in which teachers engage children in conversations that support the development of higher order thinking skills, conceptual understanding, and advanced language skills, is associated with positive outcomes for preschool children. Classrooms serving low-income preschoolers tend to have lower levels of this…
Descriptors: Early Intervention, Preschool Education, Preschool Teachers, Interaction