Format

Send to

Choose Destination
Child Dev. 2015 May-Jun;86(3):781-99. doi: 10.1111/cdev.12342. Epub 2015 Jan 27.

Teacher-child interactions in Chile and their associations with prekindergarten outcomes.

Author information

1
Davidson College.
2
University of Michigan.
3
Instituto Universitário de Lisboa (ISCTE-IUL), Cis-IUL.
4
New York University.
5
Harvard University.
6
Universidad Diego Portales.

Abstract

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher-child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher-child interactions in prekindergarten classrooms are discussed.

PMID:
25626642
DOI:
10.1111/cdev.12342
[Indexed for MEDLINE]
Free full text

Supplemental Content

Full text links

Icon for Wiley Icon for MLibrary (Deep Blue)
Loading ...
Support Center