Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes

By Jason T. Downer, Terri J Sabol, B. Hamre. 2010

343 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/06f8b5490c8be102c1932ccdc220f1bf498ae7e8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Stephanie M. Jones
2. A. Friedman-Krauss
3. Pamela A. Morris
4. E. Buyse
5. Claire Piccinin
6. Loren Vandenbroucke
7. K. Verschueren
8. J. Spilt

In Education

1. Stephanie M. Jones
2. A. Friedman-Krauss
3. Pamela A. Morris
4. K. Verschueren
5. E. Buyse
6. Claire Piccinin
7. Loren Vandenbroucke
8. J. Spilt

Citations in the corpus

• Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Well-organized teachers also use time productively to minimize down time and provide a variety of materials that support children’s active engagement in the activities (Downer et al., 2010; Pianta, La Paro, & Hamre, 2008).”
• Synthesis of IES Research on Early Intervention and Early Childhood Education. NCSER 2013-3001. (2013, unknown): “28 Early et al. (2009). 29 Chien et al.”
• The Classroom as a Developmental Context for Cognitive Development: A Meta-Analysis on the Importance of Teacher–Student Interactions for Children’s Executive Functions (2018, background): “Teachers who offer high levels of instructional support will facilitate language use and development (Downer et al., 2010).”
• The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate (2014, background): “…provide emotionally supportive and responsive instruction and interactions characterized by enthusiasm; enjoyment; respect; sensitivity; and a lack of aggression, anger, or hostility between teachers and children as well as between children (Downer et al., 2010; La Paro, Pianta, & Stuhlman, 2004).”
• Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (2015, background): “Within the classroom, positive student-teacher relationships and positive behavior management provide caregiving support similar to that provided by parents [44].”