Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools
Previous research has found that the quality of teacher-child interactions is considered one of the primary mechanisms to foster children’s language, mathematics, socioemotional, and self-regulation development. The study describes the quality of teacher-child interactions measured with the Classro...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Early Childhood Education Association Finland
2022-02-01
|
| Series: | Journal of Early Childhood Education Research |
| Subjects: | |
| Online Access: | https://journal.fi/jecer/article/view/114004 |
| _version_ | 1811302548484653056 |
|---|---|
| author | Tiago Bartholo Mariane Koslinski Renata Gomes Felipe Andrade |
| author_facet | Tiago Bartholo Mariane Koslinski Renata Gomes Felipe Andrade |
| author_sort | Tiago Bartholo |
| collection | DOAJ |
| description |
Previous research has found that the quality of teacher-child interactions is considered one of the primary mechanisms to foster children’s language, mathematics, socioemotional, and self-regulation development. The study describes the quality of teacher-child interactions measured with the Classroom Assessment Scoring System (CLASS) in 59 preschool classrooms in Rio de Janeiro public schools. It estimates the impact of classroom interactions on children’s cognitive development. The data is a subsample of a longitudinal study that tracked children over two years in preschool and presents a probabilistic single-stage cluster sample (school as the primary sampling unit) from the Rio de Janeiro municipal public system with 2716 children assessed. Confirmatory factor analysis provides evidence to support three specific domains of teacher-child interactions in Brazil. Multilevel models estimated the relationship between teacher-child interactions and cognitive development with cross-sectional and value-added models. Results suggest that instructional support positively correlates with language and mathematics development, even after controlling for baseline measures. Implications for educational policy are discussed.
|
| first_indexed | 2024-04-13T07:30:59Z |
| format | Article |
| id | doaj.art-353f88f144274d26a811e0a81f64d1c3 |
| institution | Directory Open Access Journal |
| issn | 2323-7414 |
| language | English |
| last_indexed | 2024-04-13T07:30:59Z |
| publishDate | 2022-02-01 |
| publisher | Early Childhood Education Association Finland |
| record_format | Article |
| series | Journal of Early Childhood Education Research |
| spelling | doaj.art-353f88f144274d26a811e0a81f64d1c32022-12-22T02:56:21ZengEarly Childhood Education Association FinlandJournal of Early Childhood Education Research2323-74142022-02-01111Teacher-Child Interaction and Cognitive Development in Rio de Janeiro PreschoolsTiago Bartholo0Mariane Koslinski1Renata Gomes2Felipe Andrade3Federal University of Rio de Janeiro, BrazilFederal University of Rio de Janeiro, BrazilFederal University of Rio de Janeiro, BrazilFederal University of Rio de Janeiro, Brazil Previous research has found that the quality of teacher-child interactions is considered one of the primary mechanisms to foster children’s language, mathematics, socioemotional, and self-regulation development. The study describes the quality of teacher-child interactions measured with the Classroom Assessment Scoring System (CLASS) in 59 preschool classrooms in Rio de Janeiro public schools. It estimates the impact of classroom interactions on children’s cognitive development. The data is a subsample of a longitudinal study that tracked children over two years in preschool and presents a probabilistic single-stage cluster sample (school as the primary sampling unit) from the Rio de Janeiro municipal public system with 2716 children assessed. Confirmatory factor analysis provides evidence to support three specific domains of teacher-child interactions in Brazil. Multilevel models estimated the relationship between teacher-child interactions and cognitive development with cross-sectional and value-added models. Results suggest that instructional support positively correlates with language and mathematics development, even after controlling for baseline measures. Implications for educational policy are discussed. https://journal.fi/jecer/article/view/114004teacher-child interactionsCLASScognitive developmentearly childhood education |
| spellingShingle | Tiago Bartholo Mariane Koslinski Renata Gomes Felipe Andrade Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools Journal of Early Childhood Education Research teacher-child interactions CLASS cognitive development early childhood education |
| title | Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools |
| title_full | Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools |
| title_fullStr | Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools |
| title_full_unstemmed | Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools |
| title_short | Teacher-Child Interaction and Cognitive Development in Rio de Janeiro Preschools |
| title_sort | teacher child interaction and cognitive development in rio de janeiro preschools |
| topic | teacher-child interactions CLASS cognitive development early childhood education |
| url | https://journal.fi/jecer/article/view/114004 |
| work_keys_str_mv | AT tiagobartholo teacherchildinteractionandcognitivedevelopmentinriodejaneiropreschools AT marianekoslinski teacherchildinteractionandcognitivedevelopmentinriodejaneiropreschools AT renatagomes teacherchildinteractionandcognitivedevelopmentinriodejaneiropreschools AT felipeandrade teacherchildinteractionandcognitivedevelopmentinriodejaneiropreschools |