Showing items with similar title or keywords.

• The teacher as a source of educational support : exploring teacher-child interactions and teachers' pedagogical practices in Finnish preschool classrooms 

  Salminen, Jenni (University of Jyväskylä, 2014)

• Teacher-child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal 

  Salminen, Jenni; Guedes, Carolina; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Cadima, Joana (John Wiley & Sons, 2021)

  This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and ...

• Investigating Bidirectional Links Between the Quality of Teacher-Child Relationships and Children’s Interest and Pre‐Academic Skills in Literacy and Math 

  Pakarinen, Eija; Lerkkanen, Marja‐Kristiina; Viljaranta, Jaana; Suchodoletz, Antje (Wiley-Blackwell, 2021)

  This study investigated bidirectional links between the quality of teacher-child relationships and children’s interest and pre‐academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality ...

• Longitudinal associations between teacher-child interactions and academic skills in elementary school 

  Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Salminen, Jenni; Silinskas, Gintautas; Siekkinen, Martti; Nurmi, Jari-Erik (Elsevier Science Inc., 2017)

  This study examined the extent to which the quality of teacher-child interactions assessed in kindergarten (6-year-olds) is associated with children's reading and math development across the elementary school years. The ...

• Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions 

  Penttinen, Viola; Pakarinen, Eija; Suchodoletz, Antje von; Lerkkanen, Marja-Kristiina (Routledge, 2020)

  Research Findings The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions ...