Teacher-child interactions in the classroom: Toward a theory of within- and cross-domain links to children's developmental outcomes

Author(s): Downer, Jason T.; Sabol, Terri J.; Hamre, Bridget;
Date Issued: September 2010
Description: A discussion of high-quality teacher-child interactions within early care and education classrooms as inputs into children’s academic, socio-emotional, and self-regulatory growth and a recommendation that the direct and indirect means by which classroom interactions lead to child outcomes and the reciprocal influence of teachers and children be examined with greater attention by researchers
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Funder(s): Institute of Education Sciences (U.S.)
Journal Title: Early Education and Development
Volume Number: 21
Issue Number: 5
Page Range: 699-723
Topics: Children & Child Development

Child Care & Early Education Quality > Process Quality

Child Care & Early Education Philosophy & Theory
ISSN: 1040-9289 Paper
1556-6935 Online
Peer Reviewed: yes
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