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dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorPoikkeus, Anna-Maija
dc.contributor.authorSalminen, Jenni
dc.contributor.authorSilinskas, Gintautas
dc.contributor.authorSiekkinen, Martti
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2019-05-08T06:28:29Z
dc.date.available2019-09-01T21:35:30Z
dc.date.issued2017
dc.identifier.citationPakarinen, 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. <i>Journal of Applied Developmental Psychology</i>, <i>52</i>, 191-202. <a href="https://doi.org/10.1016/j.appdev.2017.08.002" target="_blank">https://doi.org/10.1016/j.appdev.2017.08.002</a>
dc.identifier.otherCONVID_27191603
dc.identifier.otherTUTKAID_74835
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/63777
dc.description.abstractThis 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.en
dc.format.mimetypeapplication/pdf
dc.languageeng
dc.language.isoeng
dc.publisherElsevier Science Inc.
dc.relation.ispartofseriesJournal of Applied Developmental Psychology
dc.rightsCC BY-NC-ND 4.0
dc.subject.otherteacher-child interactions
dc.subject.otherkindergarten
dc.subject.otheracademic skills
dc.subject.otherlong-term associations
dc.titleLongitudinal associations between teacher-child interactions and academic skills in elementary school
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201905082448
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineEsi- ja alkuopetusfi
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiaineVarhaiskasvatusfi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiainePre- and Early Childhood Educationen
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.contributor.oppiaineEarly Childhood Educationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-05-08T06:15:28Z
dc.type.coarhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.description.reviewstatuspeerReviewed
dc.format.pagerange191-202
dc.relation.issn0193-3973
dc.relation.numberinseries0
dc.relation.volume52
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Elsevier Inc.
dc.rights.accesslevelopenAccessfi
dc.relation.grantnumber277299
dc.relation.grantnumber292466
dc.relation.grantnumber268586
dc.subject.ysoopettaja-oppilassuhde
dc.subject.ysoesikouluikäiset
dc.subject.ysolukutaito
dc.subject.ysoesiopetus
dc.subject.ysolapset (ikäryhmät)
dc.subject.ysolukeminen
dc.subject.ysomatematiikka
dc.subject.ysopäiväkodit
dc.subject.ysomatemaattiset taidot
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p1050
jyx.subject.urihttp://www.yso.fi/onto/yso/p6911
jyx.subject.urihttp://www.yso.fi/onto/yso/p11405
jyx.subject.urihttp://www.yso.fi/onto/yso/p20272
jyx.subject.urihttp://www.yso.fi/onto/yso/p4354
jyx.subject.urihttp://www.yso.fi/onto/yso/p11406
jyx.subject.urihttp://www.yso.fi/onto/yso/p3160
jyx.subject.urihttp://www.yso.fi/onto/yso/p282
jyx.subject.urihttp://www.yso.fi/onto/yso/p23002
dc.rights.urlhttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.relation.doi10.1016/j.appdev.2017.08.002
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderSuomen Akatemiafi
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
dc.relation.funderResearch Council of Finlanden
jyx.fundingprogramTutkijatohtori, SAfi
jyx.fundingprogramProfilointi, SAfi
jyx.fundingprogramAkatemiahanke, SAfi
jyx.fundingprogramPostdoctoral Researcher, AoFen
jyx.fundingprogramResearch profiles, AoFen
jyx.fundingprogramAcademy Project, AoFen
jyx.fundinginformationThis 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.
dc.type.okmA1


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