The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis
F Egert, V Dederer, RG Fukkink - Educational Research Review, 2020 - Elsevier
High-quality interactions between young children and teachers in early childhood education
and care (ECEC) are the cornerstone of educational quality. International findings suggest …
and care (ECEC) are the cornerstone of educational quality. International findings suggest …
Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal
This study examines the association between teacher–child interaction quality and
children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants …
children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants …
Structural and process quality of Danish preschools: Direct and indirect associations with children's growth in language and preliteracy skills
Structural quality in childcare centers is considered a precondition for process quality, which
in turn is related to children's outcomes. However, the evidence on relations between …
in turn is related to children's outcomes. However, the evidence on relations between …
Process quality in toddler classrooms in four European countries
ABSTRACT Research Findings: This study examined whether teacher-child interaction
quality varied as a function of type of activity in toddler classrooms in four European …
quality varied as a function of type of activity in toddler classrooms in four European …
Activity settings in toddler classrooms and quality of group and individual interactions
This study examined the variation of interaction quality both at the group and child levels
across different activity settings in toddler classrooms. Participants were 104 children, with …
across different activity settings in toddler classrooms. Participants were 104 children, with …
Interaction quality in German early childcare settings: investigating the domains of CLASS Toddler and the associations with structural characteristics
F Baron, A Linberg, S Lehrl - Early Child Development and Care, 2023 - Taylor & Francis
The present study examines the quality and domains of teacher-toddler interactions and
associations with structural characteristics using data from 95 German early childcare …
associations with structural characteristics using data from 95 German early childcare …
Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings
This study is part of the 'EarlyMath'project, in which two teacher trainings, identical in terms
of method and scope, but different in terms of focus and content, were developed to enhance …
of method and scope, but different in terms of focus and content, were developed to enhance …
Promoting the quality of teacher-toddler interactions: A randomized controlled trial of “Thrive by Three” in-service professional development in 187 Norwegian toddler …
ES Buøen, R Lekhal, S Lydersen… - Frontiers in …, 2021 - frontiersin.org
The effectiveness of the Thrive by Three intervention, a 10-month, multicomponent, in-
service professional development model to promote the quality of caregiver-toddler …
service professional development model to promote the quality of caregiver-toddler …
Cultural responsivity and common conceptualizations of “good” teaching in culturally and linguistically diverse elementary classrooms in the US and the Netherlands
AL Lavigne, L Henrichs, JAA Feliz, S Shao - Teaching and Teacher …, 2022 - Elsevier
Schools are becoming increasingly diverse. While observing teaching is critical for
improving and evaluating teacher practice, few studies have explored how culturally …
improving and evaluating teacher practice, few studies have explored how culturally …
Sco** review of kindergarten research involving the Classroom Assessment Scoring System (CLASS) in Mainland China
Abstract Like many countries, Mainland China is committed to improving process quality in
kindergartens (children aged 3 to 6), specifically the quality of teacher–child interactions …
kindergartens (children aged 3 to 6), specifically the quality of teacher–child interactions …