Citations (9)
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Viola Penttinen, Eija Pakarinen, Antje von Suchodoletz & Marja-Kristiina Lerkkanen. (2023) The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach. Early Education and Development 34:7, pages 1506-1527.
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Elisa Torres, Marigen Narea & Susana Mendive. (2022) Change in early childhood classroom interaction quality after a professional development programme (Cambio en la calidad de las interacciones pedagógicas en Educación Infantil tras un programa de desarrollo profesional). Journal for the Study of Education and Development 45:1, pages 220-243.
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Articles from other publishers (7)
Natalia M. Rojas & Rachel M. Abenavoli. (2023) Problem behaviors at the classroom-level and teacher-child interaction quality in Head Start programs: Moderation by age composition. Journal of School Psychology 99, pages 101225.
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Angie Rosati & Jacqueline Lynch. (2022) Professional Learning on the Neuroscience of Challenging Behavior: Effects on Early Childhood Educators’ Beliefs and Practices. Early Childhood Education Journal 51:2, pages 235-245.
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Nevra Atis-Akyol, Gonca Uludag & Birgul Tosun. (2023) Montessori practices in early childhood education with teachers' experiences. Research in Pedagogy 13:1, pages 177-192.
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Craig S. Bailey, Ashlin R. Ondrusek, Timothy W. Curby & Susanne A. Denham. (2022) Teachers’ consistency of emotional support moderates the association between young children's regulation capacities and their preschool adjustment. Psychology in the Schools 59:6, pages 1051-1074.
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Nicole Sparapani, Vanessa P. Reinhardt, Jessica L. Hooker, Lindee Morgan, Christopher Schatschneider & Amy M. Wetherby. (2021) Evaluating Teacher Language Within General and Special Education Classrooms Serving Elementary Students with Autism. Journal of Autism and Developmental Disorders 52:5, pages 2284-2299.
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Maciel M. Hernández, Carlos Valiente, Nancy Eisenberg, Tracy L. Spinrad, Rebecca H. Berger, Sarah K. Johns, Diana E. Gal-Szabo, Anjolii Diaz, Marilyn S. Thompson, Jody Southworth & Armando A. Pina. (2021) Do peer and child temperament jointly predict student–teacher conflict and closeness?. Journal of Applied Developmental Psychology 76, pages 101319.
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Holland W. Banse, Maria Hernandez-Reif, April Kendrick & Hunter S. McNutt. (2021) Teacher-perceived developmental predictors of family involvement in prekindergarten. SN Social Sciences 1:3.
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