Melissa Hawkins, Erin Watts, Sarah Irvine Belson, Anastasia Snelling
Design and Implementation of a 5-Year School-Based Nutrition Education Intervention
Journal of nutrition education and behavior
study evaluates model considering domaingeneral domainspecific associations teacherchild interactions childrens development using bifactor analytic strategy among sample 325 early childhood classrooms evidence general elements teacherchild interaction responsive teaching domainspecific elements related positive management routines cognitive facilitation among diverse population 4yearold children n 1407 responsive teaching modestly associated development across social cognitive domains whereas positive management routines modestly associated increases inhibitory control cognitive facilitation associated gains early language literacy skills conceptual methodological contributions challenges approach discussed