‘Good job!’: unpacking praise practices of high- and low-quality early childhood teachers in China

Aiming to inform teaching practices and understand cultural differences, we examined praise practices of high- and low-quality preschool teachers in China. As part of a broader project, we purposefully selected three high-quality and three low-quality teachers based upon their Pre-K CLASS ratings and self-reports, and conducted qualitative analysis of their class videos. The two groups gave similar amount of praise, but extremely high or low...