Questions that Fuel the Mind: Exploring the Associations between Teacher-Child Higher-Level Interaction and Preschoolers’ Development of Executive Functions

ABSTRACT

Recent research has provided mixed evidence on the promise of classroom-based interventions for supporting young children’s development of executive functions (EF). To advance intervention efforts, it is necessary to identify specific types of interactions that might support the development of EF in early childhood. Through a correlational design, this study explores the relationship between higher-level, teacher-child interaction in Head Start classrooms and children’s EF. Higher-level interaction was measured using both global and fine-grained approaches. Children completed task-based assessments targeting individual components of EF at the beginning and end of a preschool year. Research Findings: Hierarchical linear modeling revealed that the frequency of teachers’ higher-level questions was significantly associated with a spring composite EF score and spring cognitive flexibility, controlling for fall scores and other covariates. A global measure of higher-level interaction was negatively associated with spring inhibitory control, controlling for fall scores. Neither measure of higher-level interaction was associated with spring working memory. Practice and Policy: This study has methodological implications for the value in measuring teacher-child interaction using more fine-grained approaches in order to reveal important associations with child outcomes. In relation to practice, this study suggests that intervention efforts to support teachers’ use of higher-level interaction strategies may support children’s development of EF.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This initial research for this study was supported by the Office of Planning, Research and Evaluation (OPRE) of the Administration of Children and Families under award number 90YR0036 as well as the Institute of Education Sciences (IES) under award number R305C050052. The content is solely the responsibility of the authors and does not necessarily represent the official views of OPRE or IES.