Search Results - "teacher-child interactions"

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

Authors: Gunnars, Fabian

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

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

File Description: electronic

Access 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

Authors: Xuanyi Eliza Wu Alfredo Bautista

Source: 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

Subject Terms: 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

File Description: application/pdf

Access 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

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

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

Subject Terms: 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

Access 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

Authors: Nadine Correia Helena Carvalho Cecília Aguiar

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

Subject Terms: 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

File Description: application/pdf

Access 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

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

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

Subject Terms: 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

Availability: 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

Authors: Margarita Gavrilova Aleksandra Karimova Oksana Solopova et al.

Source: Frontiers in Education, Vol 9 (2024)

Subject Terms: 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

Access 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

Authors: Nahid Abbasi Akram Dehghani Amir Ghamrani et al.

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

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

Access 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

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

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

Subject Terms: 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

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

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

Subject Terms: 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

Access 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

Authors: Nirmala Karuppiah

Source: 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

Subject Terms: 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

File Description: application/pdf

Access 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

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

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

Subject Terms: 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

Access 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

Authors: Abdulhamit Karademir Ozkan Saatcioglu

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

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

File Description: 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

Access 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

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

Source: Frontiers in Education, Vol 8 (2023)

Subject Terms: 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

Access URL: https://doaj.org/article/42fa6e51726f4a0a991ed404d6bcba58

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

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

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

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

Subject Terms: 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

File Description: application/pdf

Access 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

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

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

Subject Terms: 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

File Description: application/pdf; fulltext

Access 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

Authors: Hjalmarsson, Elin

Source: Publikationer från Örebro universitet.

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

File Description: application/pdf

Access 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

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

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

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

File Description: application/pdf

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

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

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

Authors: Pi-Chun Hsu Ru-Si Chen

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

Subject Terms: 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

Availability: 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

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

Subject Terms: Peer engagement, Peer interactions, Teacher-child interactions, Preschool

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

Availability: 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

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

Source: 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

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

File Description: application/pdf

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

Availability: 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