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
Published inJournal of Applied Developmental Psychology
DisciplineEsi- ja alkuopetusKasvatuspsykologiaKasvatustiedeVarhaiskasvatusPsykologiaPre- and Early Childhood EducationKasvatuspsykologiaEducationEarly Childhood EducationPsychology
© 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.
PublisherElsevier Science Inc.
Publication in research information system
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Related funder(s)Academy of Finland
Funding program(s)Postdoctoral Researcher, AoF; Research profiles, AoF; Academy Project, AoF
Additional information about fundingThis 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.
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