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Association between the Quality of Teacher-Child Interaction and Language Development

Author

Listed:
  • Aleksander Veraksa
  • Margarita Gavrilova
  • Daria Bukhalenkova

Abstract

Aleksander Veraksa - Corresponding Member of RAE, Professor, Doctor of Psychological Sciences, Head of the Chair, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University. Е-mail: veraksa@ yandex.ruMargarita Gavrilova - Ph. D. Student in Psychology, Faculty of Psychology, Lomonosov Moscow State University. Е-mail: gavrilovamrg@gmail.comDaria Bukhalenkova - Junior Researcher, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University. Е-mail: d.bukhalenkova@inbox.ruAddress: 125009, Moscow, Mokhovaya str., 11/9, Russian Federation.The article presents a review aimed at studying the relationship between the process quality of the educational environment and the indicators of preschool language development. By process quality is understood the quality of the processes of teacher-child interaction in kindergarten groups (the CLASSTM assessment). The review considers correlation and longitudinal studies. The analysis and systematization of research results is carried out separately for the CLASSTM domains: Instructional Support, Emotional Support and Classroom Organization, which correspond to the emotional, instructional and organizational aspects of teacher-child interactions. The results of the studies testify to the existence of a stable connection between the organizational features of teacher-child interactions and their results of language development. The high level of consistency in the research results testifies to the effectiveness of the method used to assess the process quality of the educational environment - the Classroom Assessment Scoring System (CLASSTM) and the significant effect of process quality on preschool language development. This review can be useful for researchers of the quality of preschool education, since it presents systematic results of studies and information on the effectiveness of methods used in them.

Suggested Citation

  • Aleksander Veraksa & Margarita Gavrilova & Daria Bukhalenkova, 2019. "Association between the Quality of Teacher-Child Interaction and Language Development," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 2, pages 159-178.
    • Handle: RePEc:nos:voprob:2019:i:2:p:159-178
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    References listed on IDEAS

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    1. Hu, Bi Ying & Mak, Miranda Chi Kuan & Neitzel, Jennifer & Li, Kejian & Fan, Xitao, 2016. "Predictors of Chinese early childhood program quality: Implications for policies," Children and Youth Services Review, Elsevier, vol. 70(C), pages 152-162.
    2. Michal Perlman & Olesya Falenchuk & Brooke Fletcher & Evelyn McMullen & Joseph Beyene & Prakesh S Shah, 2016. "A Systematic Review and Meta-Analysis of a Measure of Staff/Child Interaction Quality (the Classroom Assessment Scoring System) in Early Childhood Education and Care Settings and Child Outcomes," PLOS ONE, Public Library of Science, vol. 11(12), pages 1-33, December.
    3. repec:mpr:mprres:6904 is not listed on IDEAS
    4. repec:mpr:mprres:6903 is not listed on IDEAS
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