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Early Child Development and Care Volume 192, 2022 - Issue 5
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Articles

Teacher-child interactions in early childhood education and its effects on social and language development

Yohannes Tigro TilbeSchool of Psychology, Northeast Normal University, Changchun, People’s Republic of ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-8054-7000View further author information
ORCID Icon &
Xiaosong GaiSchool of Psychology, Northeast Normal University, Changchun, People’s Republic of ChinaView further author information
Pages 761-774 | Received 06 May 2020, Accepted 15 Jun 2020, Published online: 28 Jul 2020

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Qikai Zheng, Xinjun Zheng, Naihua Liu, Fen Wang & Yuwei Zhao. (2023) A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS. Early Child Development and Care 193:15-16, pages 1620-1651.
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Articles from other publishers (4)

Jiawei Wang, Qiang Xing & Angelica Moè. (2024) Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context. Teaching and Teacher Education 145, pages 104609.
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Steven J. Howard, Kate L. Lewis, Emma Walter, Irina Verenikina & Lisa K. Kervin. (2024) Measuring the Quality of Adult–Child Interactions in the Context of ECEC: a Systematic Review on the Relationship with Developmental and Educational Outcomes. Educational Psychology Review 36:1.
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Vesela MilankovLj.Lj. & Jelena KerkezP.P.. (2024) Predictors of communication abilities of children at early preschool age. Inovacije u nastavi 37:1, pages 91-106.
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Eun Mee Lim. (2023) The Relationships Among Teacher’s Self-Efficacy, Teacher–Child Interaction, and Peer Interaction Based on Young Children’s Emotional Intelligence. The Asia-Pacific Education Researcher.
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