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Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools

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  • Hu, Bi Ying
  • Wang, Shuang
  • Song, Yingquan
  • LoCasale-Crouch, Jennifer

Abstract

In this study, the complex association between developmentally appropriate activities and teacher-child interaction quality is explored among 122 teachers from 59 rural preschools in northern China. Specifically, the researchers examined the association between three dimensions of Provisions for Learning (i.e., Space and Furnishing (SF), Curriculum Planning and Implementation (CPI), and Activities) and three domains of teacher-child interaction quality (Emotional Support, Classroom Organization, and Instructional Support). The results confirmed activities fully mediated the influence from SF to Emotional Support and Instructional Support. Also, Activities fully mediated the association between CPI and Emotional and Instructional Support. Moreover, SF and CPI moderated the association between Activities and Instructional Support. Implications are discussed, particularly in light of the rural preschool context.

Suggested Citation

  • Hu, Bi Ying & Wang, Shuang & Song, Yingquan & LoCasale-Crouch, Jennifer, 2020. "Exploring the complex relationship between developmentally appropriate activities and teacher-child interaction quality in rural Chinese preschools," Children and Youth Services Review, Elsevier, vol. 116(C).
    • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920302346
    DOI: 10.1016/j.childyouth.2020.105112
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    References listed on IDEAS

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    1. Hu, Bi Ying & Fan, Xitao & Wu, Zhongling & LoCasale-Crouch, Jennifer & Yang, Ning & Zhang, Juan, 2017. "Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms," Children and Youth Services Review, Elsevier, vol. 79(C), pages 78-86.
    2. Wang, Shuang & Ying Hu, Bi & LoCasale-Crouch, Jeniffer, 2020. "Modeling the nonlinear relationship between structure and process quality features in Chinese preschool classrooms," Children and Youth Services Review, Elsevier, vol. 109(C).
    3. Hu, Bi Ying & Mak, Miranda Chi Kuan & Neitzel, Jennifer & Li, Kejian & Fan, Xitao, 2016. "Predictors of Chinese early childhood program quality: Implications for policies," Children and Youth Services Review, Elsevier, vol. 70(C), pages 152-162.
    4. Hu, Bi Ying & Roberts, Sherron Killingsworth, 2013. "A qualitative study of the current transformation to rural village early childhood in China: Retrospect and prospect," International Journal of Educational Development, Elsevier, vol. 33(4), pages 316-324.
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    Cited by:

    1. Dervise Amca Toklu & Cigdem Hursen, 2021. "Assessment of the Educational Needs of Preschool Teacher Candidates as regards Teaching Practice," Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, Editura Lumen, Department of Economics, vol. 13(2), pages 356-381, July.

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