Profiles of teacher-child interactions in Chinese kindergarten classrooms and the associated teacher and program features

Published on Oct 1, 2016in Early Childhood Research Quarterly3.719
路 DOI :10.1016/J.ECRESQ.2016.04.002
Bi Ying Hu15
Estimated H-index: 15
(UM: University of Macau),
Xitao Fan60
Estimated H-index: 60
(UM: University of Macau)
+ 2 AuthorsNing Yang6
Estimated H-index: 6
(SCNU: South China Normal University)
Sources
Abstract
Abstract This study examined the quality of teacher-child classroom interactions in Chinese kindergartens and associated program- and teacher-related features. In examining 180 classrooms from randomly selected kindergartens in a southern China province, latent profile analysis (LPA) identified four distinctive profiles of teacher-child interactions. Significant associations were found between teacher-child interaction quality profiles, teacher and program features. Lower teacher-child interaction quality profiles were associated with less desirable program-and teacher-related features, suggesting that programs serving communities where families were most socioeconomically disadvantaged were least likely to receive them.
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ABSTRACTResearch Findings: This study examined the applicability of the Classroom Assessment Scoring System (CLASS) Pre-K (Pianta, La Paro, & Hamre, 2008) and its underpinning framework of teaching through interactions in typical Chinese kindergarten classrooms. A sample of 180 kindergarten classrooms in China was selected, and the CLASS was used to rate the classroom teaching interactions. Multiple analytical approaches were applied to examine how the CLASS functioned in the Chinese cultural an...
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