Thresholds in the association between quality of teacher–child interactions and preschool children’s school readiness skills
By Bridget E. Hatfield, Margaret R. Burchinal, Robert C. Pianta, John Sideris. 2016
175 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/94f988aea5e14ddc955874c85c3f88fb9eedf6bb
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- V. Dederer
- Franziska Egert
- Ruben Fukkink
- Claire Piccinin
- Loren Vandenbroucke
- K. Verschueren
- J. Spilt
- D. Baeyens
In Education
- V. Dederer
- Franziska Egert
- Ruben Fukkink
- Claire Piccinin
- Loren Vandenbroucke
- K. Verschueren
- J. Spilt
- D. Baeyens
Citations in the corpus
- The impact of in-service professional development on the quality of teacher-child interactions in early education and care: A meta-analysis (2020, background): “…in receptive and expressive vocabulary, oral and written language skills, rhyming, letter naming, inhibitory control, problem solving, mathematics, and empathy, and lower levels of disruptive behavior (Curby et al., 2009; Hatfield et al., 2016; Keys et al., 2013; Siekkinen et al., 2013).”
- 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): “A few studies do show positive associations with general teacher–child interactions (Williford, 2013), emotional support (Choi et al., 2016; Hatfield et al., 2016), classroom organization (Hamre et al.”