Diana Leyva|Christina Weiland|M. Clara Barata|Hirokazu Yoshikawa|Catherine E. Snow|Ernesto Treviño|Andrea Rolla
Teacher–Child Interactions in Chile and Their Associations With Prekindergarten Outcomes
Davidson College|University of Michigan–Ann Arbor|Iscte – Instituto Universitário de Lisboa|New York University|Harvard University Press|Diego Portales University|Harvard University Press
quality teacherchild interactions central prekindergarten childrens learning united states quality teacherchild interactions commonly assessed using teaching interactions conceptual framework associated observational tool classroom assessment scoring system class study examined whether evidence supporting three distinctive domains teacherchild interactions chile construct validity b whether domains predicted endofprekindergarten language academic executive function skills chile predictive validity sample consisted 91 chilean prekindergarten classrooms 1868 fouryearold children findings support construct predictive validity teaching interactions conceptual framework assessed class chile implications crosscountry comparison quality teacherchild interactions prekindergarten classrooms discussed