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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 ... -
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 ... -
Relations between teacher-child interactions and children's learning and motivation in Finnish kindergartens
Pakarinen, Eija (University of Jyväskylä, 2012) -
The quality of an expert teacher’sand a student teacher’s pedagogical interactionsin early childhood education and care examined through theCLASS lens
Koivula, Merja; Salminen, Jenni; Rautamies, Erja; Rutanen, Niina (Suomen varhaiskasvatus ry, 2022)High-quality interactions between teachers and children in early childhood education and care (ECEC) are at theheart of supporting children’s development, well-being, andlearning. Theaim of the study ...