Residential College | false |
Status | 已發表Published |
Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling | |
Bi Ying Hu1; Xitao Fan2; Yan Wu3; Jennifer LoCasale-Crouch4; Zhanmei Song5 | |
2020-04-01 | |
Source Publication | Early Childhood Research Quarterly |
ISSN | 0885-2006 |
Volume | 51Pages:242-255 |
Abstract | This longitudinal study utilized piecewise growth modeling to examine how teacher–child interaction quality contributed to children's academic and cognitive growth in a stratified random sample of Chinese children. Data on the classroom teacher–child interaction quality (the three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization, and Instructional Support) and child outcomes (Chinese reading, native vocabulary, math, and executive functioning) were collected three times (T1, T2, and T3) during K2 through K3 years. Findings showed that the Instructional Support (IS) score at the second semester of kindergarten 2 (T1, K2-2) was significantly related to preschool K2-2 children's initial levels of native vocabulary, math, and executive function scores. More importantly, IS predicted preschoolers’ math growth during Stages 1 (K2-2 to K3-1) and 2 (K3-1 to K3-2), and predicted executive function growth during Stage 2 (K3-1 to K3-2). Findings are discussed in the context of Chinese early childhood education policies and practice, as well as limitations and future research directions. |
Keyword | Child Outcomes China Early Childhood Education Piecewise Growth Model Teacher–child Interaction |
DOI | 10.1016/j.ecresq.2019.10.003 |
URL | View the original |
Indexed By | SSCI ; SSCI |
Language | 英語English |
WOS Research Area | Education & Educational Research ; Psychology |
WOS Subject | Education & Educational Research ; Psychology, Developmental |
WOS ID | WOS:000527922800021 |
Scopus ID | 2-s2.0-85076861293 |
Fulltext Access | |
Citation statistics | |
Document Type | Journal article |
Collection | Faculty of Education |
Corresponding Author | Yan Wu |
Affiliation | 1.University of Macau,China 2.The Chinese University of Hong Kong (Shenzhen),Hong Kong 3.Guangdong University of Foreign Studies,China 4.University of Virginia,United States 5.Yincai University,China |
First Author Affilication | University of Macau |
Recommended Citation GB/T 7714 | Bi Ying Hu,Xitao Fan,Yan Wu,et al. Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling[J]. Early Childhood Research Quarterly, 2020, 51, 242-255. |
APA | Bi Ying Hu., Xitao Fan., Yan Wu., Jennifer LoCasale-Crouch., & Zhanmei Song (2020). Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling. Early Childhood Research Quarterly, 51, 242-255. |
MLA | Bi Ying Hu,et al."Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling".Early Childhood Research Quarterly 51(2020):242-255. |
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