Teachers matter in early childhood: The relation between teacher behaviours and executive function development in toddlerhood

IF 2.8 4区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Infant and Child Development Pub Date : 2023-10-26 DOI:10.1002/icd.2474

Sümeyye Koşkulu-Sancar, Elma Blom, Eva van de Weijer-Bergsma, Elizabeth Grandfield, Josje Verhagen, Hanna Mulder

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Abstract

The current study investigates the role of teacher behaviors in toddlers' executive function development. Teachers' (N = 215) emotional and behavioral support and instructional support were observed through classroom observations when children were 2 years old. Selective attention, verbal short-term memory, and visuospatial working memory of children (N = 876, 48.4% female) were assessed at age 2 (M_age = 28.60 months, SD = 2.83) and 3 (M_age = 42.38 months, SD = 2.47). Teachers' instructional support positively predicted growth in selective attention, but not verbal short-term memory or visuospatial working memory. Teachers' emotional and behavioral support did not predict the growth in executive function measures. Findings have implications for understanding the role of teacher-child interactions in executive function development in toddlerhood.

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幼儿期教师的重要性：幼儿期教师行为与执行功能发展的关系

本研究调查了教师行为在幼儿执行功能发展中的作用。教师（N = 215）当孩子2岁时，通过课堂观察观察到情绪和行为支持以及教学支持岁儿童的选择性注意、言语短期记忆和视觉空间工作记忆（N = 876，48.4%女性）在2岁时进行评估（Mage = 28.60 月，SD = 2.83）和3（Mage = 42.38个月，SD = 2.47）.教师的教学支持对选择性注意力的增长有正向预测作用，但对言语短期记忆或视觉空间工作记忆没有正向预测作用。教师的情绪和行为支持并不能预测执行功能指标的增长。研究结果对理解幼儿时期师生互动在执行功能发展中的作用具有启示意义。

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来源期刊

Infant and Child Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

2.90

自引率

9.10%

发文量

期刊介绍： Infant and Child Development publishes high quality empirical, theoretical and methodological papers addressing psychological development from the antenatal period through to adolescence. The journal brings together research on: - social and emotional development - perceptual and motor development - cognitive development - language development atypical development (including conduct problems, anxiety and depressive conditions, language impairments, autistic spectrum disorders, and attention-deficit/hyperactivity disorders)