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Teacher-child interactions and children's cognitive and social skills in Chinese preschool classrooms

Author

Listed:
  • Hu, Bi Ying
  • Fan, Xitao
  • Wu, Zhongling
  • LoCasale-Crouch, Jennifer
  • Yang, Ning
  • Zhang, Juan

Abstract

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.

Suggested Citation

  • 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.
    • Handle: RePEc:eee:cysrev:v:79:y:2017:i:c:p:78-86
    DOI: 10.1016/j.childyouth.2017.05.028
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    References listed on IDEAS

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    1. Hirokazu Yoshikawa & Diana Leyva & Catherine E. Snow & Ernesto Treviño & M. Clara Barata & Christina Weiland & Celia J. Gomez & Lorenzo Moreno & Andrea Rolla & Nikhit D’Sa & Mary Catherine Arbour, "undated". "Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes," Mathematica Policy Research Reports 79a54e7d62e84932a7ccf2144, Mathematica Policy Research.
    2. Wong, Ho Lun & Luo, Renfu & Zhang, Linxiu & Rozelle, Scott, 2013. "The impact of vouchers on preschool attendance and elementary school readiness: A randomized controlled trial in rural China," Economics of Education Review, Elsevier, vol. 35(C), pages 53-65.
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    Cited by:

    1. Hu, Bi Ying & Yang, Yi & Wu, Huiping & Song, Zhanmei & Neitzel, Jeniffer, 2018. "Structural and process predictors of Chinese parental satisfaction toward early childhood education services," Children and Youth Services Review, Elsevier, vol. 89(C), pages 179-187.
    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 & 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).

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