Teacher-Child Interaction and Preschoolers' Learning Behavior in China: A Piecewise Growth Model

Autor/inn/en	Hu, Bi Ying; Wu, Zhongling; Winsler, Adam; Wu, Yan; Fan, Xitao
Titel	Teacher-Child Interaction and Preschoolers' Learning Behavior in China: A Piecewise Growth Model
Quelle	In: Early Education and Development, 32 (2021) 5, S.677-694 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1798719
Schlagwörter	Teacher Student Relationship; Preschool Children; Student Behavior; Foreign Countries; Learning Processes; Classroom Environment; Preschool Education; Child Development; Psychological Patterns; China; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Student behaviour; Schülerverhalten; Ausland; Learning process; Lernprozess; Klassenklima; Unterrichtsklima; Kindesentwicklung
Abstract	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 (three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization, and Instructional Support) and ATL were collected three times (T1, T2, and T3) across the three years of preschool. The influence of teacher-child interaction quality on children's ATL was examined by using piecewise growth curve modeling. Findings showed that Emotional Support was significantly positively related to children's growth of Attention and Persistence in the kindergarten year; Classroom Organization negatively predicted children's growth of Competence Motivation and Attention and Persistence; however Instructional Support, showed no correlation with growth of any measured learning behavior. Practice or Policy: Findings are discussed within the sociocultural context of Chinese early childhood classrooms, including limitations and future research directions. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01