A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS

IF 1 4区 心理学 Q3 EDUCATION & EDUCATIONAL RESEARCH
Qikai Zheng, Xinjun Zheng, Naihua Liu, Fen Wang, Yuwei Zhao
{"title":"A meta-analysis of teacher–child interaction and early child outcomes from the perspective of CLASS","authors":"Qikai Zheng, Xinjun Zheng, Naihua Liu, Fen Wang, Yuwei Zhao","doi":"10.1080/03004430.2023.2273788","DOIUrl":null,"url":null,"abstract":"ABSTRACTThis meta-analysis aims to clarify the relationship between teacher–child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were included through literature search and screening. The results show that CLASS is moderately correlated with children's outcomes in language, mathematics, self-regulation, and correlated with children's literacy and social development to a low degree. Apart from within-domain links to children's outcomes, most CLASS domains have cross-domain links to children's outcomes. These links are also influenced to varying degrees by the level of economic and social development, children's commonly used language, child outcome measurement tools, and the emotional support domain score of CLASS. Future studies should standardize the presentation of key information and explore the interaction of multiple variables.KEYWORDS: Teacher–child interactionCLASSearly educationchild outcomesmeta-analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsQikai ZhengQikai Zheng received the B.Ed. Degree in Preschool education from Wenzhou University, Wenzhou, China, in 2020 and the M.Phil. degree in Early Childhood Education and Child Development from University of Macau, Zhuhai, China, in 2023. His research direction is quality evaluation of preschool education.Xinjun ZhengXinjun Zheng received the B.Ed. Degree in School education from Hangzhou University, Hangzhou, China, in 1990, a M.S. degree in Basic Psychology from East China Normal University, Shanghai, China, and Ph.D. degree in Developmental and educational psychology from Shanghai Normal University, Shanghai, China, in 2008. He is currently a professor of psychology in Wenzhou University. His research interests include social development, Moral psychology and Quality evaluation of preschool education.Naihua LiuNaihua Liu received the B.A. degree in Early Childhood Education from Chiayi University, Taiwan, China, in 1989 and the M.A. in Philosophy Education from Nanhua University, Taiwan, China, in 2003. The Ph.D. degree in Preschool Education from East China Normal University, Shanghai, China, in 2007. She is currently working in University of Macau. Her research interests include Curriculum design in early childhood education, Administration for early childhood education and Children literature.Fen WangFen Wang received the bachelor degree in Preschool education from Jiangxi Science and Technology Normal University, Nanchang, China, in 2020. She is currently pursuing a master's degree in preschool education at Wenzhou University with a research focus on child language development.Yuwei ZhaoYuwei Zhao received the B.Ed. degree in Preschool Education from Inner Mongolia Honder College of Arts and Sciences, Hohhot, China, in 2021. She is currently pursuing a master's degree in preschool education at Wenzhou University with a research focus on child language development.","PeriodicalId":48028,"journal":{"name":"Early Child Development and Care","volume":null,"pages":null},"PeriodicalIF":1.0000,"publicationDate":"2023-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Early Child Development and Care","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/03004430.2023.2273788","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

Abstract

ABSTRACTThis meta-analysis aims to clarify the relationship between teacher–child interaction and children's outcomes in language, mathematics, literacy, social development, and self-regulation based on the perspective of the Classroom Assessment Scoring System (CLASS). A total of 24 studies with 139 independent effect sizes and 67,919 participants were included through literature search and screening. The results show that CLASS is moderately correlated with children's outcomes in language, mathematics, self-regulation, and correlated with children's literacy and social development to a low degree. Apart from within-domain links to children's outcomes, most CLASS domains have cross-domain links to children's outcomes. These links are also influenced to varying degrees by the level of economic and social development, children's commonly used language, child outcome measurement tools, and the emotional support domain score of CLASS. Future studies should standardize the presentation of key information and explore the interaction of multiple variables.KEYWORDS: Teacher–child interactionCLASSearly educationchild outcomesmeta-analysis Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsQikai ZhengQikai Zheng received the B.Ed. Degree in Preschool education from Wenzhou University, Wenzhou, China, in 2020 and the M.Phil. degree in Early Childhood Education and Child Development from University of Macau, Zhuhai, China, in 2023. His research direction is quality evaluation of preschool education.Xinjun ZhengXinjun Zheng received the B.Ed. Degree in School education from Hangzhou University, Hangzhou, China, in 1990, a M.S. degree in Basic Psychology from East China Normal University, Shanghai, China, and Ph.D. degree in Developmental and educational psychology from Shanghai Normal University, Shanghai, China, in 2008. He is currently a professor of psychology in Wenzhou University. His research interests include social development, Moral psychology and Quality evaluation of preschool education.Naihua LiuNaihua Liu received the B.A. degree in Early Childhood Education from Chiayi University, Taiwan, China, in 1989 and the M.A. in Philosophy Education from Nanhua University, Taiwan, China, in 2003. The Ph.D. degree in Preschool Education from East China Normal University, Shanghai, China, in 2007. She is currently working in University of Macau. Her research interests include Curriculum design in early childhood education, Administration for early childhood education and Children literature.Fen WangFen Wang received the bachelor degree in Preschool education from Jiangxi Science and Technology Normal University, Nanchang, China, in 2020. She is currently pursuing a master's degree in preschool education at Wenzhou University with a research focus on child language development.Yuwei ZhaoYuwei Zhao received the B.Ed. degree in Preschool Education from Inner Mongolia Honder College of Arts and Sciences, Hohhot, China, in 2021. She is currently pursuing a master's degree in preschool education at Wenzhou University with a research focus on child language development.
班级视角下的师生互动与幼儿结局的元分析
摘要本荟萃分析旨在基于课堂评估评分系统(CLASS)的视角,阐明师生互动与儿童语言、数学、识字、社会发展和自我调节等方面的关系。通过文献检索和筛选,共纳入24项研究,139个独立效应量,67919名受试者。结果表明:班级与儿童的语言、数学、自我调节成绩呈中等相关,与儿童的读写能力和社会发展呈低相关。除了指向儿童结果的域内链接外,大多数CLASS域都有指向儿童结果的跨域链接。经济和社会发展水平、儿童常用语言、儿童结局测量工具和CLASS情感支持域得分对这些联系也有不同程度的影响。未来的研究应规范关键信息的呈现,探索多变量的相互作用。关键词:师生互动课堂幼儿教育结果meta分析披露声明作者未报告潜在的利益冲突。作者简介郑启凯郑启凯于2020年毕业于中国温州大学学前教育专业,获学士学位。2023年毕业于中国珠海澳门大学幼儿教育与儿童发展专业。主要研究方向为学前教育质量评价。郑欣君于1990年获得杭州大学学校教育学士学位,于2008年获得华东师范大学基础心理学硕士学位,并于2008年获得上海师范大学发展与教育心理学博士学位。现任温州大学心理学教授。主要研究方向为社会发展、道德心理学、学前教育质量评价。刘乃华,1989年获得中国台湾嘉义大学幼儿教育专业学士学位,2003年获得中国台湾南华大学哲学教育专业硕士学位。2007年毕业于华东师范大学学前教育专业,获博士学位。她目前在澳门大学工作。主要研究方向为幼儿教育课程设计、幼儿教育管理、儿童文学。王芬,2020年毕业于江西科技师范大学学前教育专业。她目前在温州大学攻读学前教育硕士学位,主要研究方向是儿童语言发展。赵玉伟,2021年毕业于中国呼和浩特内蒙古洪德文理学院学前教育专业,获学士学位。她目前在温州大学攻读学前教育硕士学位,主要研究方向是儿童语言发展。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
3.30
自引率
7.10%
发文量
73
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信