Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Child Behavior | 1 |
| Child Care | 1 |
| Child Care Centers | 1 |
| Early Childhood Teachers | 1 |
| Emotional Development | 1 |
| Foreign Countries | 1 |
| Interaction | 1 |
| Memory | 1 |
| Social Development | 1 |
| Teacher Student Relationship | 1 |
| Young Children | 1 |
| More ▼ | |
Source
| International Journal of… | 1 |
Author
| Barth, Stefanie | 1 |
| Grosse, Gerlind | 1 |
| Linde, Nadine | 1 |
| Schönfeld, Romy | 1 |
| Simon, Antonia | 1 |
| Soemer, Alexander | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Early Childhood Education | 1 |
| Preschool Education | 1 |
Audience
Location
| Germany | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkGrosse, Gerlind; Simon, Antonia; Soemer, Alexander; Schönfeld, Romy; Barth, Stefanie; Linde, Nadine – International Journal of Early Childhood, 2022
How does teacher-child interaction quality in early child care and education settings influence the development of social-emotional skills in children at around two to three years of age? We measured the quality of interactions on the side of the child care teachers (N = 9, CLASS Toddler) and assessed self-regulatory skills through an individual…
Descriptors: Teacher Student Relationship, Interaction, Memory, Social Development
