Association between the Quality of Teacher-Child Interaction and Language Development
The article presents a review aimed at studying the relationship between the process quality of the educational environment and the indicators of preschool language development. By process quality is understood the quality of the processes of teacher-child interaction in kindergarten groups (the CLA...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
National Research University Higher School of Economics (HSE)
2019-06-01
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| Series: | Вопросы образования |
| Subjects: | |
| Online Access: | https://vo.hse.ru/article/view/15701 |
| _version_ | 1828033753507692544 |
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| author | Aleksander Veraksa Margarita Gavrilova Daria Bukhalenkova |
| author_facet | Aleksander Veraksa Margarita Gavrilova Daria Bukhalenkova |
| author_sort | Aleksander Veraksa |
| collection | DOAJ |
| description | The article presents a review aimed at studying the relationship between the process quality of the educational environment and the indicators of preschool language development. By process quality is understood the quality of the processes of teacher-child interaction in kindergarten groups (the CLASSTM assessment). The review considers correlation and longitudinal studies. The analysis and systematization of research results is carried out separately for the CLASSTM domains: Instructional Support, Emotional Support and Classroom Organization, which correspond to the emotional, instructional and organizational aspects of teacher-child interactions. The results of the studies testify to the existence of a stable connection between the organizational features of teacher-child interactions and their results of language development. The high level of consistency in the research results testifies to the effectiveness of the method used to assess the process quality of the educational environment — the Classroom Assessment Scoring System (CLASSTM) and the significant effect of process quality on preschool language development. This review can be useful for researchers of the quality of preschool education, since it presents systematic results of studies and information on the effectiveness of methods used in them. |
| first_indexed | 2024-04-10T15:23:54Z |
| format | Article |
| id | doaj.art-98edcb22a4ee49bc81cc598d6ef4ce7a |
| institution | Directory Open Access Journal |
| issn | 1814-9545 2412-4354 |
| language | English |
| last_indexed | 2024-04-10T15:23:54Z |
| publishDate | 2019-06-01 |
| publisher | National Research University Higher School of Economics (HSE) |
| record_format | Article |
| series | Вопросы образования |
| spelling | doaj.art-98edcb22a4ee49bc81cc598d6ef4ce7a2023-02-14T12:05:00ZengNational Research University Higher School of Economics (HSE)Вопросы образования1814-95452412-43542019-06-01215917810.17323/1814-9545-2019-2-159-17815701Association between the Quality of Teacher-Child Interaction and Language DevelopmentAleksander Veraksa0Margarita Gavrilova1Daria Bukhalenkova2Lomonosov Moscow State UniversityLomonosov Moscow State UniversityLomonosov Moscow State UniversityThe article presents a review aimed at studying the relationship between the process quality of the educational environment and the indicators of preschool language development. By process quality is understood the quality of the processes of teacher-child interaction in kindergarten groups (the CLASSTM assessment). The review considers correlation and longitudinal studies. The analysis and systematization of research results is carried out separately for the CLASSTM domains: Instructional Support, Emotional Support and Classroom Organization, which correspond to the emotional, instructional and organizational aspects of teacher-child interactions. The results of the studies testify to the existence of a stable connection between the organizational features of teacher-child interactions and their results of language development. The high level of consistency in the research results testifies to the effectiveness of the method used to assess the process quality of the educational environment — the Classroom Assessment Scoring System (CLASSTM) and the significant effect of process quality on preschool language development. This review can be useful for researchers of the quality of preschool education, since it presents systematic results of studies and information on the effectiveness of methods used in them.https://vo.hse.ru/article/view/15701classemotional supportinstructional supportclassroom organizationpreschool agelanguage development |
| spellingShingle | Aleksander Veraksa Margarita Gavrilova Daria Bukhalenkova Association between the Quality of Teacher-Child Interaction and Language Development Вопросы образования class emotional support instructional support classroom organization preschool age language development |
| title | Association between the Quality of Teacher-Child Interaction and Language Development |
| title_full | Association between the Quality of Teacher-Child Interaction and Language Development |
| title_fullStr | Association between the Quality of Teacher-Child Interaction and Language Development |
| title_full_unstemmed | Association between the Quality of Teacher-Child Interaction and Language Development |
| title_short | Association between the Quality of Teacher-Child Interaction and Language Development |
| title_sort | association between the quality of teacher child interaction and language development |
| topic | class emotional support instructional support classroom organization preschool age language development |
| url | https://vo.hse.ru/article/view/15701 |
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