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Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Author(s) -
Leyva Diana,
Weiland Christina,
Barata M.,
Yoshikawa Hirokazu,
Snow Catherine,
Treviño Ernesto,
Rolla Andrea
Publication year - 2015
Publication title -
child development
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.103
H-Index - 257
eISSN - 1467-8624
pISSN - 0009-3920
DOI - 10.1111/cdev.12342
Subject(s) - psychology , predictive validity , construct (python library) , construct validity , developmental psychology , observational study , quality (philosophy) , early childhood education , child development , preschool education , class (philosophy) , mathematics education , psychometrics , medicine , philosophy , epistemology , pathology , artificial intelligence , computer science , programming language
Quality of teacher–child interactions is central to prekindergarten children's learning. In the United States, the quality of teacher–child interactions is commonly assessed using the teaching through interactions conceptual framework and an associ/ated observational tool, the Classroom Assessment Scoring System ( CLASS ). This study examined: (a) whether there was evidence supporting three distinctive domains of teacher–child interactions in Chile (construct validity) and (b) whether these domains predicted end‐of‐prekindergarten language, academic, and executive function skills in Chile (predictive validity). The sample consisted of 91 Chilean prekindergarten classrooms (1,868 four‐year‐old children). The findings support both construct and predictive validity of the teaching through interactions conceptual framework as assessed by the CLASS in Chile. Implications for cross‐country comparison of quality of teacher–child interactions in prekindergarten classrooms are discussed.