Teacher-child interactions in Chile and their associations with prekindergarten outcomes

Child Dev. May-Jun 2015;86(3):781-99. doi: 10.1111/cdev.12342. Epub 2015 Jan 27.

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.

Publication types

  • Research Support, Non-U.S. Gov't

MeSH terms

  • Adult
  • Child Development / physiology*
  • Child, Preschool
  • Chile
  • Cross-Cultural Comparison
  • Educational Measurement / standards*
  • Faculty*
  • Female
  • Humans
  • Interpersonal Relations*
  • Male
  • Middle Aged
  • Neuropsychological Tests / standards*
  • Reproducibility of Results