Predicting Child Outcomes at the End of Kindergarten from the Quality of Pre-Kindergarten Teacher–Child Interactions and Instruction

By Margaret R. Burchinal, C. Howes, Robert C. Pianta, D. Bryant, Diane M. Early, R. Clifford, O. Barbarin. 2008

563 citations recorded by the source corpus.

Subfields: Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2038b0a6d2dd5fd13c02d69e4d265d5b11fbd481

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Citations in the corpus

Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school (2016, background): “Child-Centered versus Teacher-Directed Teaching Practices: Associations with the Development of Academic Skills in the First Grade at School A considerable body of literature indicates that early childhood education (ECE) classroom practices impact child outcomes (Burchinal et al., 2008; Burchinal, ”
Building Links Between Early Socioeconomic Status, Cognitive Ability, and Math and Science Achievement (2017, background): “For example, quality of early care has been demonstrated to predict language ability later in childhood (Burchinal et al., 2008; Farah et al., 2008; National Institute of Child Health and Human Development [NICHD], 2002).”
A Course on Effective Teacher-Child Interactions (2012, background): “This domain of teacher-child interactions appears to be most closely linked to young children’s development of early literacy and math skills (Burchinal et al., 2008; Guo et al., 2010; Mashburn et al., 2008).”
Links Between Parent-Teacher Relationships and Kindergartners' Social Skills: Do Child Ethnicity and Family Income Matter? (2011, background): “Studies have shown these behaviors to be related to quality of the classroom environment (Burchinal et al., 2008; Chien et al., 2010).”
Language intervention research in early childhood care and education: A systematic survey of the literature (2020, result): “These, and other studies, have demonstrated that when the quality and quantity of caregiver–child interactions was improved, child language outcomes improved (Burchinal et al., 2008; Fontaine, Torre, Grafwallner, & Underhill, 2006; Hirsh-Pasek et al., 2015; Walker, Bigelow, & Harjusola-Webb, 2008).”
The relationship between teacher qualification and the quality of the early childhood education and care environment (2017, methodology): “, 1986) to measure children’s social competence scores, has demonstrated a positive relationship between the Teaching and Interactions factor of the ECERS-R and children’s assertiveness, frustration tolerance, task orientation, and peer social skills (Burchinal et al., 2008).”
Teacher work environments are toddler learning environments: teacher professional well-being, classroom emotional support, and toddlers’ emotional expressions and behaviours (2017, background): “…environments; toddlers A growing body of evidence in the early care and education field demonstrates that teachers have considerable influence on classroom quality and child outcomes (Burchinal et al., 2008; Burchinal, Cryer, Clifford, & Howes, 2002; Hamre & Pianta, 2001; Mashburn et al., 2008).”
Inequality in Preschool Quality? Community-Level Disparities in Access to High-Quality Learning Environments (2016, background): “Average CLASS scores from our current sample are very similar to, and in most cases only slightly higher than, those obtained from several large studies of process quality in state-funded pre-K programs (Burchinal et al., 2008; Pianta et al., 2005).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “Teacher–Child Interactions as a Compensatory Mechanism Although teacher–child interactions uniquely influence children’s development (Burchinal et al., 2008; Mashburn et al., 2008; Rimm-Kaufman et al., 2009), the extent to which particular domains of interaction act as a developmental asset for…”
Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs (2010, background): “…growth in pre-k children’s achievement (Howes et al., 2008; Mashburn et al., 2008); gains in academic skills in kindergarten and first grade (Burchinal et al., 2008; Hamre & Pianta, 2005); social adjustment in early childhood and elementary school (NICHD ECCRN, 2002) and concurrent levels…”