teacher and children

Quality early childhood education (ECE) is central to children’s development and, thus, has become a focus of the current Chinese education agenda. Using a sample of 589 Chinese children in 59 preschool classrooms, this study examined how a key aspect of ECE quality, teacher-child interactions, was related to children’s skills. Findings indicated that teacher-child interactions were related to children’s cognitive skills, but not to social skills. These results contribute to the growing international research literature on the critical role teacher-child interactions play with children’s learning and development. Implications for policy and professional development are discussed.
The Classroom Assessment Scoring System was used to measure teacher-child interaction quality.

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References:

http://www.toppr.com/guides/essays/essay-on-teacher/
http://www.toppr.com/ask/question/two-bodies-of-masses-m1-and-m2-are-initially-at-rest-at-infinite-distance-apart/