Longitudinal associations between teacher-child interactions and academic skills in elementary school
Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Salminen, J., Silinskas, G., Siekkinen, M., & Nurmi, J.-E. (2017). Longitudinal associations between teacher-child interactions and academic skills in elementary school. Journal of Applied Developmental Psychology, 52, 191-202. https://doi.org/10.1016/j.appdev.2017.08.002
Julkaistu sarjassa
Journal of Applied Developmental PsychologyTekijät
Päivämäärä
2017Oppiaine
Esi- ja alkuopetusKasvatuspsykologiaKasvatustiedeVarhaiskasvatusPsykologiaPre- and Early Childhood EducationKasvatuspsykologiaEducationEarly Childhood EducationPsychologyTekijänoikeudet
© 2017 Elsevier Inc.
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 sample consisted of 515 Finnish children (271 boys, 244 girls). Teacher-child interactions were observed in 49 kindergarten classrooms. The findings from the latent growth curve models showed that high-quality teacher–child interactions in kindergarten were positively associated with the initial levels of reading and math skills. Furthermore, the results indicated that high-quality teacher-child interactions in kindergarten were positively associated with children's academic skills four years later. The results emphasize the importance of strong emotional, organizational, and instructional supports in kindergarten for further development of academic skills.
Julkaisija
Elsevier Science Inc.ISSN Hae Julkaisufoorumista
0193-3973Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/27191603
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Suomen AkatemiaRahoitusohjelmat(t)
Tutkijatohtori, SA; Profilointi, SA; Akatemiahanke, SALisätietoja rahoituksesta
This study was financed by the Academy of Finland (Nr. 277299, Nr. 268586, and Nr. 292466) and a Grant from Tiina and Antti Herlin Foundation for the 4th author.Lisenssi
Samankaltainen aineisto
Näytetään aineistoja, joilla on samankaltainen nimeke tai asiasanat.
-
Relations between teacher-child interactions and children's learning and motivation in Finnish kindergartens
Pakarinen, Eija (University of Jyväskylä, 2012) -
Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school
Lerkkanen, Marja-Kristiina; Kiuru, Noona; Pakarinen, Eija; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik (Pergamon; National Association for the Education of Young Children, 2016)This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we ... -
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 ... -
Development of literacy in kindergarten and primary school
Leppänen, Ulla (Jyväskylän yliopisto, 2006) -
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 ...
Ellei toisin mainittu, julkisesti saatavilla olevia JYX-metatietoja (poislukien tiivistelmät) saa vapaasti uudelleenkäyttää CC0-lisenssillä.