Teacher-Child Interactions in Chile and Their Associations With Prekindergarten Outcomes

Diana Leyva, Christina Weiland, M. Barata, Hirokazu Yoshikawa, Catherine Snow, Ernesto Treviño, Andrea Rolla

Research output: Contribution to journalArticle

Abstract

Quality of teacher-child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher-child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System (CLASS). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher-child interactions in Chile (construct validity) and (b) whether these domains predicted end-of-prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four-year-old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross-country comparison of quality of teacher-child interactions in prekindergarten classrooms are discussed.

Original languageEnglish (US)
Pages (from-to)781-799
Number of pages19
JournalChild Development
Volume86
Issue number3
DOIs
StatePublished - May 1 2015

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Chile
teacher
interaction
classroom
Teaching
Executive Function
construct validity
Language
Learning
language
learning
evidence

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Pediatrics, Perinatology, and Child Health
  • Education

Cite this

Teacher-Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. / Leyva, Diana; Weiland, Christina; Barata, M.; Yoshikawa, Hirokazu; Snow, Catherine; Treviño, Ernesto; Rolla, Andrea.

In: Child Development, Vol. 86, No. 3, 01.05.2015, p. 781-799.

Research output: Contribution to journalArticle

Leyva, D, Weiland, C, Barata, M, Yoshikawa, H, Snow, C, Treviño, E & Rolla, A 2015, 'Teacher-Child Interactions in Chile and Their Associations With Prekindergarten Outcomes', Child Development, vol. 86, no. 3, pp. 781-799. https://doi.org/10.1111/cdev.12342
Leyva, Diana ; Weiland, Christina ; Barata, M. ; Yoshikawa, Hirokazu ; Snow, Catherine ; Treviño, Ernesto ; Rolla, Andrea. / Teacher-Child Interactions in Chile and Their Associations With Prekindergarten Outcomes. In: Child Development. 2015 ; Vol. 86, No. 3. pp. 781-799.
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