title: Teacher-child interactions in Chile and their associations with prekindergarten outcomes.
abstract: 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.
authors: Davidson College.
authors: Diana
authors: D
authors: Leyva
authors: University of Michigan.
authors: Christina
authors: C
authors: Weiland
authors: Instituto Universitário de Lisboa (ISCTE-IUL), Cis-IUL.
authors: M
authors: M
authors: Barata
authors: New York University.
authors: Hirokazu
authors: H
authors: Yoshikawa
authors: Harvard University.
authors: Catherine
authors: C
authors: Snow
authors: Universidad Diego Portales.
authors: Ernesto
authors: E
authors: Treviño
authors: Harvard University.
authors: Andrea
authors: A
authors: Rolla
mesh_terms: D000328:Adult; D002657:Child Development / Q000502:physiology*; D002675:Child, Preschool; D002677:Chile; D003431:Cross-Cultural Comparison; D004521:Educational Measurement / Q000592:standards*; D005178:Faculty; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008875:Middle Aged; D009483:Neuropsychological Tests / Q000592:standards*; D015203:Reproducibility of Results