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Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling
Bi Ying Hu1; Xitao Fan2; Yan Wu3; Jennifer LoCasale-Crouch4; Zhanmei Song5
2020-04-01
Source PublicationEarly Childhood Research Quarterly
ISSN0885-2006
Volume51Pages:242-255
Abstract

This longitudinal study utilized piecewise growth modeling to examine how teacher–child interaction quality contributed to children's academic and cognitive growth in a stratified random sample of Chinese children. Data on the classroom teacher–child interaction quality (the three domains of the Classroom Assessment Scoring System: Emotional Support, Classroom Organization, and Instructional Support) and child outcomes (Chinese reading, native vocabulary, math, and executive functioning) were collected three times (T1, T2, and T3) during K2 through K3 years. Findings showed that the Instructional Support (IS) score at the second semester of kindergarten 2 (T1, K2-2) was significantly related to preschool K2-2 children's initial levels of native vocabulary, math, and executive function scores. More importantly, IS predicted preschoolers’ math growth during Stages 1 (K2-2 to K3-1) and 2 (K3-1 to K3-2), and predicted executive function growth during Stage 2 (K3-1 to K3-2). Findings are discussed in the context of Chinese early childhood education policies and practice, as well as limitations and future research directions.

KeywordChild Outcomes China Early Childhood Education Piecewise Growth Model Teacher–child Interaction
DOI10.1016/j.ecresq.2019.10.003
URLView the original
Indexed BySSCI ; SSCI
Language英语
WOS Research AreaEducation & Educational Research ; Psychology
WOS SubjectEducation & Educational Research ; Psychology, Developmental
WOS IDWOS:000527922800021
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Cited Times [WOS]:0   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorYan Wu
Affiliation1.University of Macau,China
2.The Chinese University of Hong Kong (Shenzhen),Hong Kong
3.Guangdong University of Foreign Studies,China
4.University of Virginia,United States
5.Yincai University,China
First Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Bi Ying Hu,Xitao Fan,Yan Wu,et al. Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling[J]. Early Childhood Research Quarterly,2020,51:242-255.
APA Bi Ying Hu,Xitao Fan,Yan Wu,Jennifer LoCasale-Crouch,&Zhanmei Song.(2020).Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling.Early Childhood Research Quarterly,51,242-255.
MLA Bi Ying Hu,et al."Teacher–child interaction quality and Chinese children's academic and cognitive development: New perspectives from piecewise growth modeling".Early Childhood Research Quarterly 51(2020):242-255.
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