social competence

childhood teachers

elementary school

early care education

teacher student relationships

teachers attitudes

relationship teacher

teaching styles

teaching effectiveness

Early Childhood Research Quarterly

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.

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