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Early Education and Development Volume 21, 2010 - Issue 5: Overlaps Between Socio-Emotional and Academic Development
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Original Articles

Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes

Jason Downer Center for Advanced Study of Teaching and Learning, University of Virginia
,
Terri J. Sabol Center for Advanced Study of Teaching and Learning, University of Virginia
&
Bridget Hamre Center for Advanced Study of Teaching and Learning, University of Virginia
Pages 699-723 | Received 03 May 2010, Published online: 12 Oct 2010

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Bryant Jensen, Sara Grajeda & Edward Haertel. (2018) Measuring Cultural Dimensions of Classroom Interactions. Educational Assessment 23:4, pages 250-276.
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Nhi Hoang, Leena Holopainen & Martti Siekkinen. (2018) Quality of teacher–child interactions and its relations to children’s classroom engagement and disaffection in Vietnamese kindergartens. International Journal of Early Years Education 26:4, pages 387-402.
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RebeccaJ. Bulotsky-Shearer, ElizabethR. Bell, TracyM. Carter & SandyL. R. Dietrich. (2014) Peer Play Interactions and Learning for Low-Income Preschool Children: The Moderating Role of Classroom Quality. Early Education and Development 25:6, pages 815-840.
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Allison Hope Friedman-Krauss, C. Cybele Raver, PamelaA. Morris & StephanieM. Jones. (2014) The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate. Early Education and Development 25:4, pages 530-552.
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RobertL. Nix, KarenL. Bierman, CeleneE. Domitrovich & Sukhdeep Gill. (2013) Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings From Head Start REDI. Early Education and Development 24:7, pages 1000-1019.
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