The far-reaching impacts of the teacher-child relationship, including academic achievement and social/behavioral adjustment, have been well-documented. At the same time, literature also suggests that teacher perceptions of teacher-child relationships are impacted by the race/ethnicity match or mismatch between teacher and child, with matching…

This study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18-71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated…

This study investigates potential predictors of teacher-child relationships (i.e., closeness and conflict) focusing on child gender, teacher-child ethnicity match, and teacher education. Additionally, the study explores the possible moderation effect of teacher education on the associations between teacher-child relationships and child gender or…

Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…

Research Findings: It is widely acknowledged that consistent, high-quality teacher-student interactions promote optimal developmental outcomes for children. Previous research on the quality of teacher-student interactions provides empirical support for this premise. Little research has been conducted on the consistency of teacher-student…

Research Findings: This study examined the contribution of several classroom experience measures (classroom characteristics, teacher characteristics, and teacher-child interactions) to preschoolers' improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states.…

Research Findings: The purpose of this study was to examine the potential contribution of teacher-child interactions to residualized Inhibitory Control (IC) gains over approximately a six-month period for preschoolers from predominantly low-income households. The study also explored whether the association between quality of teacher-child…

This study aims to analyze the student and school level variables that affect students' self-efficacy levels in mathematics in China-Shanghai, Turkey, and Greece based on PISA 2012 results. In line with this purpose, the hierarchical linear regression model (HLM) was employed. The interschool variability is estimated at approximately 17% in…

This study examined the associations between four types of childcare quality (i.e. teacher-child closeness, frequency of math-related activities, and teacher education and experience) and preschoolers' residualised gain in math over the course of six months. Additionally, potential interactions between teacher-child closeness and other indicators…

Research Findings: This study explored the role Head Start teachers' (n = 355) depressive symptoms play in their interactions with children and in children's (n = 2,203) social-emotional development, specifically changes in children's problem behaviors and social skills as reported by parents and teachers during the preschool year. Results of the…

One year after participating in the Research-based, Developmentally Informed (REDI) intervention or "usual practice" Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; M[subscript age] = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten…

This study used data from the Head Start Family and Child Experiences Survey (FACES) 2009 4-year-old cohort to examine associations among family characteristics, home and classroom environments, and the emergent literacy skills of Head Start children. Results from hierarchical linear models suggest that both family and classroom contexts play a…

Many preschoolers from low socioeconomic-status (SES) backgrounds demonstrate lags in their language development, and preschool participation is viewed as an important means for mitigating these lags. In this study, we investigated how teacher-child relationship quality and children's behavior regulation within preschool classrooms were associated…

Previous research has established that student learning is influenced by how accurately teachers perceive student academic ability. But studies rarely investigate the degree to which inaccuracies in teacher perceptions exacerbate demographic inequality in academic ability. Using a sample of almost 14,000 children from the Early Childhood…

Research Findings: This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and…