Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development.

@article{Hamre2014EvidenceFG,
  title={Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children's development.},
  author={Bridget K. Hamre and Bridget E. Hatfield and Robert C. Pianta and Faiza Jamil},
  journal={Child development},
  year={2014},
  volume={85 3},
  pages={1257-1274}
}
This study evaluates a model for considering domain-general and domain-specific associations between teacher-child interactions and children's development, using a bifactor analytic strategy. Among a sample of 325 early childhood classrooms there was evidence for both general elements of teacher-child interaction (responsive teaching) and domain-specific elements related to positive management and routines and cognitive facilitation. Among a diverse population of 4-year-old children (n = 1,407… CONTINUE READING

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Evidence for general and domain - specific elements of teacher - child interactions : Associations with preschool children ’ s development

  • B. Hamre
  • 2014

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