Suchergebnisse - "Teacher-child interactions"

Collaborative Dynamics and Psychophysiological Variances in Teaching Methods Measured Through Teacher-Students Compliance: A Cross-Classified Multilevel Analysis

Autoren: Gunnars, Fabian

Quelle: Technology, Knowledge and Learning. 30(2):861-881

Schlagwörter: Physiological compliance, Wearable devices, Behavioral study, Collaborative learning, Emotion, Instructional practices, Primary education, Quantitative research in education, Teacher–child interactions

Dateibeschreibung: electronic

Zugangs-URL: https://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-54133
https://doi.org/10.1007/s10758-025-09832-y

Teacher’s perceptions of usefulness of online PD resources

Autoren: Xuanyi Eliza Wu Alfredo Bautista

Quelle: Journal of Childhood, Education & Society, Vol 6, Iss 1, Pp 135-149 (2025)
Journal of Childhood, Education & Society; Vol. 6 No. 1 (2025): Journal of Childhood, Education & Society; 135-149

Schlagwörter: teacher professional development, Teacher-child interactions, Online professional development, Teacher education, online professional development, Teacher professional development, Education (General), Learning resources, L7-991, teacher-child interactions, teacher education, learning resources

Dateibeschreibung: application/pdf

Zugangs-URL: https://doaj.org/article/b69673fe10aa4ba584aefa835597beea
https://www.j-ces.com/index.php/jces/article/view/517

Teacher–child interactions during shared book reading in the domain of early mathematics

Autoren: Op 't Eynde, Emke Mascareño Lara, Mayra Depaepe, Fien et al.

Quelle: Mathematics Education Research Journal. 37:601-628

Schlagwörter: Teacher-child interactions, 1302 Curriculum and Pedagogy, Social Sciences, LANGUAGE, Early mathematics, Education & Educational Research, CLASSROOM, QUESTIONS, VOCABULARY, 3901 Curriculum and pedagogy, Shared book reading, KNOWLEDGE, KINDERGARTEN, Preschool, MATH TALK, Education, Scientific Disciplines, ALOUDS

Zugangs-URL: https://lirias.kuleuven.be/handle/20.500.12942/747671
https://doi.org/10.1007/s13394-024-00503-2

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Autoren: Nadine Correia Helena Carvalho Cecília Aguiar

Quelle: Early Education and Development. 35:1461-1482

Schlagwörter: Early childhood education, 5. Gender equality, Domínio/Área Científica::Ciências Sociais::Ciências da Educação, Teacher-child interactions quality, Domínio/Área Científica::Ciências Sociais::Psicologia, 4. Education, Right to participate, Participation, Children's perceptions, 10. No inequality, 16. Peace & justice, Teachers' practices, 3. Good health

Dateibeschreibung: application/pdf

Zugangs-URL: http://hdl.handle.net/10071/30752

Teacher-child interactions in early childhood education in Cambodia: an initial validation of the Teachers' Beliefs and Intentions Scale

Autoren: Shahid Karim Alfredo Bautista Norman B. Mendoza et al.

Quelle: Psychology, Society & Education, Vol 17, Iss 3 (2025)

Schlagwörter: Beliefs, Teacher-child interactions, Playstyle, Sensitivity, Verbal/non-verbal communication, Cambodia, Psychology, BF1-990, Social sciences (General), H1-99

Relation: https://journals.uco.es/psye/article/view/18046; https://doaj.org/toc/1989-709X; https://doaj.org/article/994658b7bc944de990acede285ae2a22

Verfügbarkeit: https://doi.org/10.21071/pse.v17i3.18046
https://doaj.org/article/994658b7bc944de990acede285ae2a22

Preschoolers’ executive function: effect of the duration of preschool attendance and quality of teacher-child interactions

Autoren: Margarita Gavrilova Aleksandra Karimova Oksana Solopova et al.

Quelle: Frontiers in Education, Vol 9 (2024)

Schlagwörter: preschool children, 4. Education, 05 social sciences, Education (General), 0501 psychology and cognitive sciences, kindergarten attendance, L7-991, executive functions, teacher-child interactions, 0503 education, cognitive development

Zugangs-URL: https://doaj.org/article/6d3dd0b7993f42d2a32c5503f973c9cf

Investigating the Effect of Mentalization-based Therapy (MBT) and Filial Therapy on Interactions of Student with Attention Deficit Hyperactivity Disorder: Parent and Teacher-child Interactions

Autoren: Nahid Abbasi Akram Dehghani Amir Ghamrani et al.

Quelle: پژوهان, Vol 21, Iss 1, Pp 22-31 (2023)

Schlagwörter: Medicine (General), R5-920, 4. Education, attention deficit, Medicine, Psychology, parent-child, teacher-child interactions, 10. No inequality, hyperactivity, BF1-990, 3. Good health

Zugangs-URL: https://doaj.org/article/26a0da208d024ec9a4a66a75142f7d4c

Exploring the Use of Teacher Third-Position Support of Multilingual and Monolingual Children: A Multiple Case Study in Kindergarten Classrooms: A Multiple Case Study in Kindergarten Classrooms

Autoren: Annegien Langeloo Marjolein I. Deunk Mayra Mascareño Lara et al.

Quelle: Journal of Research in Childhood Education. 37:136-158

Schlagwörter: support, multilingualism, 4. Education, Case study, 05 social sciences, early childhood education, 0501 psychology and cognitive sciences, teacher-child interactions, 0503 education

Relations entre la qualité des interactions enseignante-enfants et le développement du raisonnement spatial des enfants de maternelle quatre ans à temps plein en milieu défavorisé

Autoren: St-Jean, Charlaine April, Johanne Bigras, Nathalie et al.

Quelle: Canadian Journal of Education/Revue canadienne de l'éducation. 45:400-427

Schlagwörter: éducation préscolaire, 4. Education, 05 social sciences, maternelle, kindergarten, raisonnement spatial, 0501 psychology and cognitive sciences, preschool education, spatial reasoning, teacher-child interactions, 0503 education, qualité des interactions

Zugangs-URL: https://id.erudit.org/iderudit/1090610ar
https://doi.org/10.53967/cje-rce.v45i2.4927

Enhancing the quality of teacher-child interactions in Singapore pre-school classrooms

Autoren: Nirmala Karuppiah

Quelle: Journal of Childhood, Education & Society, Vol 2, Iss 1, Pp 58-68 (2021)
Journal of Childhood, Education & Society; Vol. 2 No. 1 (2021): Journal of Childhood, Education & Society; 58-68

Schlagwörter: Teacher-child interactions, Teacher education, 4. Education, 05 social sciences, Professional development, Education (General), Instructional support, singapore pre-schools, Singapore pre-schools, instructional support, L7-991, teacher-child interactions, 0503 education, teacher education, professional development

Dateibeschreibung: application/pdf

Zugangs-URL: https://www.j-ces.com/index.php/jces/article/download/87/48
https://doaj.org/article/711c7c92c23b40a18b91cdf6ac67d189
https://www.j-ces.com/index.php/jces/article/view/87
https://www.j-ces.com/index.php/jces/article/view/87
https://repository.nie.edu.sg/handle/10497/22869
https://www.j-ces.com/index.php/jces/article/download/87/48

Resilience: supporting children’s self-regulation in infant and toddler classrooms

Autoren: Diane M. Horm Shinyoung Jeon Denise Vega Ruvalcaba et al.

Quelle: Front Psychol
Frontiers in Psychology, Vol 15 (2024)

Schlagwörter: self-regulation, infant-toddler classrooms, QCIT, 4. Education, 05 social sciences, Psychology, 0501 psychology and cognitive sciences, teacher-child interactions, resilience, 0503 education, BF1-990

Zugangs-URL: https://pubmed.ncbi.nlm.nih.gov/38375114
https://doaj.org/article/45b1da5695b14312ad0b5fe7a546853e

Mitigate negative beliefs about math: A different experience for children and teachers in early math

Autoren: Abdulhamit Karademir Ozkan Saatcioglu

Quelle: Journal of Pedagogical Research, Vol 7, Iss 3, Pp 153-173 (2023)

Schlagwörter: early math skills, classroom environments, math work stations, emotional circumstances, teacher-child interactions, multilevel regression analysis, Education, Education (General), L7-991

Dateibeschreibung: electronic resource

Relation: https://www.ijopr.com/download/mitigate-negative-beliefs-about-math-a-different-experience-for-children-and-teachers-in-early-math-13359.pdf; https://doaj.org/toc/2602-3717

Zugangs-URL: https://doaj.org/article/f10b74117780403abf0f4669a6517165

The impact of an interaction-based classroom program on executive function development in low-SES preschoolers: first support for effectiveness

Autoren: Silke Kellens Fren Dieusaert Johan De Wilde et al.

Quelle: Frontiers in Education, Vol 8 (2023)

Schlagwörter: preschool children, Social Sciences, BEHAVIOR RATING INVENTORY, teacher training, socioeconomic status, WORKING-MEMORY, EARLY ACADEMIC-ACHIEVEMENT, SOCIOECONOMIC-STATUS, 0501 psychology and cognitive sciences, L7-991, 10. No inequality, SCHOOL READINESS, 4. Education, 05 social sciences, 1. No poverty, Education (General), EFFICACY, executive functions, Education & Educational Research, 3. Good health, SELF-REGULATION, PHYSICAL-ACTIVITY, TEACHER-CHILD RELATIONSHIPS, classroom intervention, 39 Education, teacher-child interactions, 0503 education, INTERVENTIONS

Zugangs-URL: https://doaj.org/article/42fa6e51726f4a0a991ed404d6bcba58

The relative contribution of peer acceptance and individual and class-level teacher–child interactions to kindergartners’ behavioral development

Autoren: Weyns, Tessa Colpin, Hilde Engels, Maaike C. et al.

Weitere Verfasser: Weyns, Tessa Colpin, Hilde Engels, Maaike C. et al.

Quelle: Early Childhood Research Quarterly. 47:259-270

Schlagwörter: Teacher-child interactions, Peer acceptance, Social Sciences, Psychology, Developmental, ANXIOUS SOLITUDE, Developmental & Child Psychology, ADJUSTMENT, Kindergarten, School-based interactions, Teacher–child interactions, Behavioral development, 1301 Education Systems, Psychology, 0501 psychology and cognitive sciences, RELATIONSHIP QUALITY, EXTERNALIZING BEHAVIOR, 4. Education, INTERPERSONAL BEHAVIORS, 05 social sciences, 5201 Applied and developmental psychology, AGGRESSIVE-BEHAVIOR, Education & Educational Research, SELF-CONCEPT, 1701 Psychology, DEPRESSIVE SYMPTOMS, SCHOOL, 3904 Specialist studies in education, 3903 Education systems, TRAJECTORIES, 0503 education

Dateibeschreibung: application/pdf

Zugangs-URL: https://lirias.kuleuven.be/bitstream/123456789/646055/2/2019relativecontribution.pdf
https://www.rug.nl/research/portal/publications/the-relative-contribution-of-peer-acceptance-and-individual-and-classlevel-teacherchild-interactions-to-kindergartners-behavioral-development(87b6fce6-a9a8-4e50-b0c0-b4adf46d256d)/export.html
https://www.sciencedirect.com/science/article/pii/S0885200618301571
http://hdl.handle.net/1942/27761

Investigating quality indicators of early childhood education programs in Kosovo, Ukraine and Finland

Autoren: von Suchodoletz, Antje Larsen, Ross Uka, Fitim et al.

Quelle: International Journal of Early Years Education. 30:290-306

Schlagwörter: laatutyö, varhaiskasvatus, päiväkodit, process quality, laatujärjestelmät, 4. Education, ECE quality, 05 social sciences, structural quality, opetustyö, CLASS Pre-K, LMICs, teacher–child interactions, Education, Kasvatustiede, structural characteristics, kindergarten, Kasvatuspsykologia, ta516, opettaja-oppilassuhde, 0503 education

Dateibeschreibung: application/pdf; fulltext

Zugangs-URL: http://juuli.fi/Record/0370907720
https://doi.org/10.1080/09669760.2020.1848527
https://nyuscholars.nyu.edu/en/publications/investigating-quality-indicators-of-early-childhood-education-pro
https://www.tandfonline.com/doi/full/10.1080/09669760.2020.1848527
http://urn.fi/URN:NBN:fi:jyu-202403052271

Vad gör pedagogiska relationer kvalitativa? : En litteraturstudie som undersöker villkor för förskollärares viktigarelationsuppdrag

Autoren: Hjalmarsson, Elin

Quelle: Publikationer från Örebro universitet.

Schlagwörter: Teacher-Child relationship, Pedagogy, Teacher-Child interactions, Pedagogik, Preschool, Relationship Qualities, Relational Conditions

Dateibeschreibung: application/pdf

Zugangs-URL: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-119873

Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare: First validation of the inCLASS Toddler

Autoren: Slot, Pauline L. Willemsen, Marinka M. Bleses, Dorthe et al.

Weitere Verfasser: Slot, Pauline L. Willemsen, Marinka M. Bleses, Dorthe et al.

Schlagwörter: Behavior regulation, Peer interactions, Task engagement, Teacher-child interactions, Toddler care, Social Psychology, Education, Developmental and Educational Psychology

Dateibeschreibung: application/pdf

Relation: https://dspace.library.uu.nl/handle/1874/435339

Verfügbarkeit: https://dspace.library.uu.nl/handle/1874/435339

Analyzing the Mechanisms by Which Digital Platforms Influence Family-School Partnerships among Parents of Young Children

Autoren: Pi-Chun Hsu Ru-Si Chen

Quelle: Sustainability, Vol 15, Iss 24, p 16708 (2023)

Schlagwörter: digital platforms, family-school partnership, online communication, parental involvement, teacher-child interactions, Environmental effects of industries and plants, TD194-195, Renewable energy sources, TJ807-830, Environmental sciences, GE1-350

Relation: https://www.mdpi.com/2071-1050/15/24/16708; https://doaj.org/toc/2071-1050; https://doaj.org/article/5769bb9790a8407cb91e801b761e4e15

Verfügbarkeit: https://doi.org/10.3390/su152416708
https://doaj.org/article/5769bb9790a8407cb91e801b761e4e15

Examining individual children's peer engagement in pre-kindergarten classrooms: Relations with classroom-level teacher-child interaction quality

Autoren: Michelle Taylor Pilar Alamos Khara L.P. Turnbull et al.

Schlagwörter: Peer engagement, Peer interactions, Teacher-child interactions, Preschool

Relation: http://hdl.handle.net/20.500.12680/794085494

Verfügbarkeit: https://hdl.handle.net/20.500.12680/794085494

Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare:First validation of the inCLASS Toddler

Autoren: Slot, Pauline Willemsen, Marinka Bleses, Dorthe et al.

Quelle: Slot, P, Willemsen, M, Bleses, D & Downer, J 2023, 'Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare : First validation of the inCLASS Toddler', Learning and Individual Differences, vol. 107, 102347. https://doi.org/10.1016/j.lindif.2023.102347

Schlagwörter: Behavior regulation, Peer interactions, Task engagement, Teacher-child interactions, Toddler care

Dateibeschreibung: application/pdf

Relation: info:eu-repo/semantics/altIdentifier/pissn/1041-6080; info:eu-repo/semantics/altIdentifier/eissn/1873-3425

Verfügbarkeit: https://pure.au.dk/portal/en/publications/9eb4f1d2-cc57-4b75-b8e0-7463b6ab53ba
https://doi.org/10.1016/j.lindif.2023.102347
https://pure.au.dk/ws/files/384064525/1-s2.0-S1041608023000912-main.pdf